Research Korner: Learning Theories

Brief Description of Transformational Learning

Transformational Learning   Transformational learning is a theoretical educational term that refers to a process  whereby a learner re-evaluates past beliefs and experiences which had been assimilated based on the assumptions of others.[1] Its study began with the work of Jack Mezirow and is described as learning that results in deep changes in a learner and produces a significant shift that impacts the learner’s subsequent experiences.[2]   Transformational learning changes a learner’s perspective in three dimensions: the psychological, referring to the understanding of one’s self, the convictional, referring to the alteration in one’s set of beliefs, and the behavioral, referring to the revision of one’s lifestyle.[3] Crucial to transformational learning theory is the establishment and the clarification of the learner’s prior assumptions and the development of strategies to change them in conjunction with critical reflection on the validity of new concepts in order to have a changed perspective and become an autonomous learner.[4]   Perspective transformation usually occurs after a disorienting dilemma  arising from a crisis or major transition in life or from an accumulation of such factors over a period of time and can also result from something learned from sources such as that of a teacher. Significant for this type of learning is the basically rational changing of the learner’s frames of reference by critical reflection of his/her beliefs and consciously planning and executing actions that reflect such changes. Transformational learning is also seen by others as a spiritual or emotional change, as in the experience of undoing and transcending racist, sexist and other oppressive attitudes, in order to cope and make sense of the world.[5] Normally, people learn from instruction, study, observation and personal and other people’s experiences. They continue to learn and refine their learning as they get older, and I suppose most people have had transformational learning experiences at some point in their lives or are in the process of resolving issues in their minds.   I am no different. I would consider my changing from a Catholic into a free-thinker in matters of religious teaching and the concept of God as transformational learning. I subscribe to free thought in that until there is conclusive and dispassionate scientific evidence that is understandable and demonstrable in human terms on the validity of Catholic doctrine, it is just one of a number of faiths or belief systems that may or may not be true. It is entirely possible that only one faith is the true one, that all of these faiths and their different variations are equally true and also that none of these are true. The basic teachings of all faiths are excellent guidelines for living a moral and just life, but not being affiliated with a particular or of any faith for that matter, does not translate into having no moral principles.   I had a Catholic upbringing and believed in and practiced my faith until I finished high school, after which I gradually doubted the infallibility of all of the church’s pronouncements. I had what is termed by Mezirow as a disorienting dilemma, which is the first phase in transformational learning. I had come to realize that I do not perceive the presence of a personal God in my life or in the lives of other people. What I had was having faith on something that I was instructed to have faith to without something tangible to support it. Perhaps, faith is a distinct quality or a special gift that church members possess, which I respect very much, but simply do not have.   The Christianization of the Philippines by Spain was an accident of history and the manner in which the Spaniards colonized and administered the Philippines contradicted the Catholic precepts they taught. In my view, this negates the moral ascendancy of the introduced religion over other beliefs.   After my transformational learning, I am still guided by the church’s moral teachings, but have ceased going to church, praying and participating in Catholic proceedings unless they are practically required by circumstances. 	   	 	 		 		 		 		 		[1] “Transformative Learning”, 		Wikipedia, 12 April 2011, <http://en.wikipedia.org/wiki/Transformative_learning> 		[accessed 20 May 2011] 	 		 		 		 		 		[2] Sunny Cooper, “Jack Mezirow 		Transformational Learning”, Theories of Learning in Educational 		 		Psychology, <http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html> 		 		[accessed 20 May 2011] 	 		 		 		 		 		[3] “Transformative Learning” 	 		 		 		 		 		[4] Michael Tsao et al, 		“Transformative Learning”, 7 January 2008, 		<http://projects.coe.uga.edu/epltt/index.php?title=Transformative_Learning>  		[accessed 20 May 2011] 	 		 		 		 		 		[5] “Transformative Learning”

Brief Description of Transformational Learning

Transformational Learning Transformational learning is a theoretical educational term that refers to a process whereby a learner...

Learning Theories and Knowledge Transfer

March 30, 2009 Discussion Board Learning Theories and Knowledge Transfer             One of the vital issues to focus at when analyzing any learning theory is the aspect of transfer of learning. This is considered as an important factor. It is considered as a significant idea, that it is a field of research in its own right. Many of researchers and practitioners in the field of education work hard in order to understand how to increase the transfer of learning, which can help in order to teach for transfer (OTEC, n.d.). However, it is important to consider that different categories of learning theories have different characteristics and definition of the impact of knowledge transfer in the learning process.             In the theories of behaviorism, the topic regarding the transfer of knowledge focuses on the overt behaviors or those factors which can only be observed and measured, or focus on the belief that the mind can be considered as a black mind, which it only response to the different stimulus which can be observed in quantitative manner, and totally ignoring the possibility of thought processes occurring in the mind (Mergel, 1998). On the other hand, the theories of cognitivism believe that it is important to open the black box in order to be understood. This is because the theorists in this category believe that opening the black box of human mind is valuable and mandatory in order to understand how people learn. It is important to focus on the aspect of thinking, memory, knowing and problem-solving (Cognitivism at Learning-Theories.com, n.d.). Thus, it includes further entities in the learning development and transfer of knowledge of individual. Constructivist believes that both behaviorism and cognitivism were lacking in the factors and entities who are involved in the process of learning. This is because the said category of theories focuses not only on the different behavioral or observable factor and the huge impact of the society, but also pertains on the big participation of individuals’ selves. This theory believe that the transfer of knowledge happens because of the own initiative of the student.             It is important to consider that the first place to practice the transfer of learning is within the classroom, because it makes much easier to transfer skills and knowledge to the job. Transfer of learning is considered as a phenomenon of learning in more quickly manner and developing a deeper understanding of the task that people bring some knowledge or skills from their previous learning. Thus, in order to produce positive transfer of learning, it is important for the teacher to focus on proper planning and implementation of lessons and activities (Clark, 2000).             There are different activities and programs which can be done by the teachers in order to ensure positive transfer of knowledge or learning. It is important to take note that, positive transfer is most likely to occur when the learner identifies the common features among concepts, principles or skills; deliberately relate the information in memory; at the same time, sees the value of using what was learned in one situation in another (Schunk, 1996 cited from). This can be achieved by teaching subject matter in meaningful rather than repeating contexts; utilizing informed instruction; lecturing subject matter in context as similar as possible to those in which it will be employed; offering opportunities in order to practice employing the subject matter in a settings that represent the full range of eventual applications; offering opportunities for distributed practice after the information has been originally learned; and encourage positive attitudes toward subject matter, so that students will feel inclined in order to focus with, rather than avoid topics when they are encountered elsewhere (School of Education, n.d.).   References   Clark, D. (2000). Transfer of Learning. Retrieved March 30, 2009, from Skagit Water Shed website: http://www.skagitwatershed.org/~donclark/hrd/learning/transfer.html.   Cognitivism at Learning-Theories.com (2009). Learning Theories Knowledgable. Retrieved March 27, 2009, from Cognitivism at Learning-Theories.com website: http://www.learning-theories.com/cognitivism.html.   Mergel, B. (1998). Instructional Design & Learning Theory. University of Saskatchewam, Retrieved March 27, 2009, from USASK website: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm   OTEC. Learning Theories and Transfer of Learning. Retrieved March 30, 2009, from OTEC website: http://otec.uoregon.edu/learning_theory.htm.   School of Education. Transfer of Learning. Retrieved March 30, 2009, from School of Education website: http://education.calumet.purdue.edu/vockell/edpsybook/Edpsy6/edpsy6_transfer.htm

Learning Theories and Knowledge Transfer

March 30, 2009 Discussion Board Learning Theories and Knowledge Transfer One of the vital issues to focus at when ana...

Examine classical conditioning, operant conditioning and the social learning theories and state how students learn employing the theories.

Classical Conditioning, Operant Conditioning, and the Social Learning Theories Introduction The theories introduced in the society, businesses, education, etc. are made based on the reality. From those theories, the model that are used for practices are created. The theories are also applied in the learning that helps both the teachers and students to acquire the knowledge in relation to their own field. The learning theories are considered as discipline of psychology that attempts to explain how an individual learn which often includes the instincts, social facilitation, observation, formal teaching, memory, mimicry, and classical and operant conditioning. It is important for the teachers and learners to discover the applicable learning theory in order to demonstrate the effectiveness of the learning process. The theories that are behind the learning process makes it easy for the teachers to determine the proper approach and teaching techniques that can be used for the students. On the other hand, the students can identify the right ways in learning. Employing the Learning Theories There are three learning theories that can be recognized in the society - classical conditioning, operant conditioning, and the social learning theories. Understanding the learning process is the most important aspect of teaching. If the teacher knows how the students will learn in the classroom, then it will be easier for them to administer the teaching. Through examining the form of learning process, such in science and art, the teachers as well as the students will get to know the learning mechanisms and the associated behaviors and attitudes in learning those theories. Classical Conditioning Classical conditioning is also called “pavlovian” which is a type of learning theory that are presented by the experiment using an animal, a dog to be certain. The responses are the important feature of this theory. The purpose of this theory comes in two factors. First is to condition the automatic responses and second is to associate the stimuli that will sort the stimulus that has the effects on the learning process and the stimulus that would not affect at all. In this case, the practice or exercise applied in learning tends to condition the adrenalin of the learner and then condition it backs to normal. The reaction of the learners is important in the learning process because of the role of their reactions which are considered to be the primary or unconditioned stimuli like offering the incentives that can be identified during the learning process. On the other hand, the learners who react after the learning process are called to be secondary or conditioned stimuli. These can be associated on how the teacher gives grade to each of the students output. And if the students received “A” he will surely maintain his class performance; and if he received “F” he will surely struggle to improve his studies. Operant Conditioning This theory focuses on the association in between a behavior and a consequence. However, the focus o the theory might find come connection with the stimuli because of its relation with the response (as shown in the behavior) and the following results or consequences.  Apparently there are four possible consequences that can be linked to the behavior. They are: (a) Something good can start or be presented; (b) Something good can end or be taken away; (c) Something bad can start or be presented; and (d) Something bad can end or be taken away. With the use of language in teaching, the teachers can explain the connection between the behavior and consequences and thus the learners can be guided thoroughly. Social Learning Theories As observed in the current society, the social learning theories emphasize the importance of peer group influences on delinquency. It addresses how delinquent behavior is learned in the context of peer group relations. For the students, learning within the society and environment touches more of the reality and that’s the way on how the learners are affected. However, there are three potential mediators of risk were examined: Hostile Masculinity, Egotistical– Antagonistic Masculinity, and Psychosocial Deficits. Hostile Masculinity has been shown to be a significant predictor of self-reported sexual aggression and likelihood to rape age-group peer or adult women. Egotistical/Antagonistic Masculinity reflects a stereotypically masculine sex role orientation, and high “mating effort,” or a heightened emphasis on aggressive dominance in sexual competitions with other males. Males who score high on this factor tend to be hypermasculine and egocentric, and prefer casual sex to long-term commitments in relationships with females. Egotistical/Antagonistic Masculinity has been shown to predict both juvenile delinquency and early adolescent promiscuity. Deficits in social competency have been shown to be associated with an increased risk of interpersonal aggression in juveniles. References: Hunter, J.A., (2004) Developmental Pathways in Youth Sexual Aggression and Delinquency: Risk Factors and Mediators, Journal of Family Violence, 19(4). [Online] Available at: http://www.u.arizona.edu/~ajf/pdf/Hunter%20et%20al%202004.pdf [Accessed 28 December 2010]. Operant and Classical Conditioning [Online] Available at: http://www.wagntrain.com [Accessed 28 December 2010] The Study of Juvenile Delinquency (2005) [Online] Available at: http://www.jblearning.com/samples/0763736287/Chapter_01.pdf [Accessed 28 December 2010].

Examine classical conditioning, operant conditioning and the social learning theories and state how students learn employing the theories.

Classical Conditioning, Operant Conditioning, and the Social Learning Theories Introduction The theories introduced in the society, b...

Difficulties in Learning Vocabulary

Difficulties in Learning Vocabulary   What are the difficulties in learning vocabulary? A language is considered as a set of rules for generating speech (O’Neil 2006). Language can be considered as one of the most vague as well as extensive topics or subjects, there are different perception, philosophy as well as concepts that are being studies as well as considered. Language is considered as the vocabulary of concepts (Droar 2006). Perception is considered as the reality. It is what happens to stimuli from the environment after they have been transduced into the electro-chemical impulses within the brain. Perception has a great impact and relationship with the language, it is how they are organized by the brain to give human any, chance to recognize stimuli particularly speech and even sign language. There are different perceptions that are related with the language such as visual, auditory, attention as well as expectancies (California State University n.d.).           Language and philosophy is considered as inseparable, there is an intimate connection between the two. This is due to the fact that without a philosophical examination of the meanings as well as structure of the language, it will be impossible to easily determine the objective truth regarding specific statements as well as discuss the abstract concepts. The philosophy of language focuses on the process of seeking in order to understand the different concepts that are being expressed by the language, therefore, find a system by which it can successfully and precisely do so (Riddle 1997).           There are different philosophies that are related with language such as: logical empiricism; ordinary language theory; and synthesis. The logical empiricism focuses to the fact that, language must conform to a certain set of specification that is designed to avoid it from wandering assumption, and under which it becomes possible to ascertain completely the truth of any statement (cited from Riddle 1997). Furthermore, the ordinary language theory believe that the search for the acceptance would not help so much from the persistence on the unlimited and perfect accuracy of meaning, created within the framework of an artificial logical language, because it would, from the correct procedure of the already existing language and the prevention of errors promulgate from its misuse (Ibid.). On the other hand, synthesis asserts that the thoughts as well as ideas are unobservable but, it is no more a meaningless piece of the metaphysics than the scientific assertion of the unobservable as well theoretical practice. Importantly, the academic institutions had established traditional method of teaching vocabulary instruction. Learning vocabulary is a part of the curriculum as the academia believes that language is the most direct way for mankind to communicate information and exchange idea. Vocabulary learning course is important and runs in the first two years of learning. The development of good vocabulary learning habits is the main goal thus writing workloads are increased gradually. For instance, the writing quality of the students would be generally poor because they lack certain abilities. These abilities include choosing appropriate words, organizing texts and perceiving and analyzing things. Having said all of that, there are specific reasons why learning vocabulary is difficult: 1)   Teaching vocabulary necessitates several expertise and competencies on the part of the teachers. 2)   Vocabulary learning should prioritize the application of pedagogical methodologies. 3)   Teacher’s personality plays a significant role in learning vocabulary.     References Droar, D. 2006. Language and Concepts. O’Neil, D. 2006. What is Language? Palomar College. Riddle, M. 1997. Reasonable Discourse: A Philosophical Discourse on Language. Duke University. Topic 6: Perception and Language. California State University.

Difficulties in Learning Vocabulary

Difficulties in Learning Vocabulary What are the difficulties in learning vocabulary? A language is considered as a set of rul...

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