Learning Theories: Part 2

Adult Learning Theory

Sociocultural

Connectivism

Part 2

Learning Theories

Sociocultural Theory The early 20th-century Sociocultural Theory of Lev Vygotsky emphasizes the significance of social interaction and cultural context for learning and cognitive development. This theory presents several important ideas, such as scaffolding, the Zone of Proximal Development (ZPD), and the function of cultural instruments like language (Alkhudiry, 2022, p. 2120). The gap between what a learner can accomplish on their own and what they can accomplish with a more experienced individual is represented by the ZPD. Cultural instruments, particularly language, influence people's thought processes and learning through social mediation. According to this theory, memory is strongly related to social and cultural contexts because social interactions are how external knowledge and information are internalized.

Connectivism In the digital age, George Siemens and Stephen Downes established connectivism, a modern learning theory that emphasizes using networks and technology in the learning process. It draws attention to the ideas of distributed learning, knowledge as a network, and the learning process, which entails gathering, evaluating, and applying data from various sources (Corbett & Spinello, 2020). Memory has a different function in connectivism; it is more about the capacity to access and connect to information as needed than internal storage (Corbett & Spinello, 2020). Connecting and navigating networks via social media, technology, and other resources leads to learning. This theory is especially pertinent to comprehending self-directed learning, online and networked learning, and the development of digital literacy in the digital age.

Adult Learning Theory A well-known educationalist named Malcolm Knowles developed the Adult Learning Theory, or Andragogy, after realizing that adult learners have different needs and goals from those of children. The abundance of life experiences they bring to the learning process, their self-concept of being accountable for their own lives and decisions, and their eagerness to learn when the material is seen as instantly relevant to their work or way of life are all essential traits. According to this view, remembering and using past experiences are tightly related (Mukhalalati & Taylor, 2019). Adults understand and interpret new information by drawing from prior knowledge and experiences. Adult learning is driven by the practical application of data to real-world scenarios and takes the form of problem-solving and critical reflection on personal experiences (Mukhalalati & Taylor, 2019). In situations where learners have a high degree of autonomy and a wealth of life experiences to draw on, such as workplace training, professional development, and continuing education, this theory works well to explain the learning experiences of adults.

Learning Theories Part 2 Instructional designers, educators, and everyone interested in learning processes must understand the fundamental learning theories that shape our acquisition of knowledge and skills. According to Alamillo & Person (2021), learning is an essential and ever-evolving aspect of human existence. Lev Vygotsky's Sociocultural Theory, George Siemens and Stephen Downes' Connectivism, and Malcolm Knowles' Adult Learning Theory are the critical learning theories each with a well-known thinker. These theories offer illuminating perspectives on human learning, their underlying assumptions, the role of memory in learning, how each approach describes learning and the types of learning best explained by each theory.