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Learning Theories: An Educational Perspective

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Learning is the change in knowledge, behavior, or understanding that occurs when people make connections between new information and their existing knowledge. Various theories attempt to describe the factors that enable the learning process.

Benjamin, L. T., Jr. (2000). The psychological laboratory at the turn of the 20th century. American Through his famous “salivating dog” experiment, Pavlov showed that a stimulus (in this case ringing a bell every time he fed the dog) caused the dog to eventually start salivating when he heard a bell ring.Helping outsiders (colleges, testing firms, etc.) determine what kind of education you had or are receiving.

Because humanists see people as autonomous beings, they believe that learning should be self-directed, meaning students should have some choice in what and how they learn. Humanistic education is often connected with student-centered pedagogical approaches such as differentiated curricula, self-paced learning, and discovery learning (Lucas, 1996). Self-directed learning can take many forms, but it generally means that the instructor acts as a guide, and learners are given the freedom to take responsibility for their own learning. Teachers will provide the materials and opportunities for learning, but students will engage with the learning on their own terms. In a library classroom, we can give students choices about the topics they will research or offer learners different types of activities to practice skills and demonstrate what they have learned. Perry’s (1970) Scheme of Intellectual and Moral Development offers another useful framework for understanding the developmental stages of learning. Perry proposed four stages of learning. In the first stage, dualism, children generally believe that all problems can be solved, and that there are right and wrong answers to each question. At this stage, children generally look to instructors to provide them with correct answers. The second stage is multiplicity, where learners realize that there are conflicting views and controversies on topics. Learners in the multiplicity stage often have trouble assessing the authority and credibility of arguments. They tend to believe that all perspectives are equally valid and rely on their own experiences to form opinions and decide what information to trust. In the next stage, referred to as relativism, learners begin to understand that there are different lenses for understanding and evaluating information. They learn that different disciplines have their own methods of research and analysis, and they can begin to apply these perspectives as they evaluate sources and evidence. At this point, learners can understand that not all answers or perspectives are equal, but that some answers or arguments might be more valid than others. In the final stage, commitment, students integrate selected information into their knowledge base. You might notice connections between Perry and the cognitivists and constructivists described above in the way they each describe people making sense of information by comparing new information to existing knowledge. However, Perry organizes the processes into developmental stages that outline a progression of learning.Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd edition). Wiley. Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Emerald Publishing Limited. www.emeraldinsight.com/doi/book/10.1108/9781787141827 Harasim (2017) observes that in the field of online learning there is often an over-emphasis on training teachers in the use of specific tools and technologies, “but a theory-informed approach to transforming our educational practice remains elusive”. She critiques the view that new technologies have led to transformational pedagogies and notes that the most common practice amongst educators has been “to merely add technology onto traditional ways of teaching”. Shuell, T. J. (1988). The role of the student in learning from instruction. Contemporary Educational Since Plato, many theorists have emerged, all with their different take on how students learn. Learning theories are a set of principles that explain how best a student can acquire, retain and recall new information.

While testing has fallen out of favor with many educators and education theorists, cognitivists find tests can be beneficial as both a retrieval practice and a diagnostic tool. They view tests not only as a way to measure what has been learned but as a way to practice retrieval of important concepts, and as a way to identify gaps or weaknesses in knowledge so that learners know where to concentrate their efforts (Brown et al., 2014). Cognitivists encourage “spaced practice,” or recalling previously learned information at regular intervals, and “interleaving,” or learning related concepts together to establish connections among them. Their research has found that retrieval is more effective when the brain is forced to recall information after some time has passed, and when the recall involves two or more related subjects or concepts. Finally, cognitivists also promote problem-based learning, maintaining that “trying to solve a problem before being taught the solution leads to better learning, even when errors are made in the attempt” (Brown et al., 2014, p.4).McLeod, S. A. (2015). Cognitive approach in psychology . Simply Psychology. http://www.simplypsychology.org/cognitive.html Mellon, C. A. (1986). Library anxiety: A grounded theory and its development. College & Research Libraries, 47(2), 160-165. https://doi.org/10.5860/crl.76.3.276 A " learner-centric approach" in which the potential is the focus rather than the method or materials.

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