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Learning Theories Part 2

Major Theoriest

Major Theoriest

Sociocultrual

Major Theoriest

Connectivism

Adult Learning Theory

Lev Vygotsky

Stephen Downes George Siemens

Malcom Shepherd Knowles

Info

Info

Info

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Lorem ipsum dolor sit amet, consectetur adipiscing elit. Quisque et blandit magna. Donec vel consequat mauris. Aliquam vitae lectus lacus. Donec in eros ornare, fermentum dolor quis, congue ligula.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Quisque et blandit magna. Donec vel consequat mauris. Aliquam vitae lectus lacus. Donec in eros ornare, fermentum dolor quis, congue ligula.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Quisque et blandit magna. Donec vel consequat mauris. Aliquam vitae lectus lacus. Donec in eros ornare, fermentum dolor quis, congue ligula.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Quisque et blandit magna. Donec vel consequat mauris. Aliquam vitae lectus lacus. Donec in eros ornare, fermentum dolor quis, congue ligula.

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Quisque et blandit magna. Donec vel consequat mauris. Aliquam vitae lectus lacus. Donec in eros ornare, fermentum dolor quis, congue ligula.

Major characteristics:This learning theory suggests that a learner's environment plays a big role in their development (Pappas, C. 2014). Vygotsky said that human learning is formed based on interactions with those around us (Cherry, K., 2022). He believed that parents, caregivers, peers, and culture are responsible for the brain's higher-order thinking (Cherry, K., 2022). This learning theory suggests that learning is a social process and our learning happens due to our interactions with others (Cherry, K., 2022).

Types of learning:In this learning theory, one of the types of learning is called the Zone of Proximal Development. Vygotsky said that this Zone of development identifies information that the learner does not know but has the potential to learn with guidance from educators (Cherry, K., 2022). A learner needs to problem-solve under the supervision of an educator. The learners' responses are then compared to their peers to identify what the learner does not know, it also addresses what the learner is capable of learning with guidance and observations from people more skilled than the learner (Pappas, C., 2014).

The role of memory:This theory says that memory is influenced by the cultural tools and impact of those around you. An example would be, in your culture, you are taught how to use a notetaker while in other cultures, they may use rote memorization as a trick to remember things. These cultural tools will influence a learner and help them process how to remember information (Cherry, K., 2022).

How learning occurs:In this learning theory, learning is done by interacting with those around you. Vygotsky believed that parents, caregivers, peers, and cultural interactions and observations led to learning (Cherry, K., 2022). Vygotsky stated that our culture is what separates us from animals (Pappas, C., 2014). Intelligence is made when a learner uses tools provided by his/her culture and it is internalized and used (Pappas, C., 2014).

Major characteristics: This is a new theory that says that students should combine thoughts, theories, and information in a useful way (WGU, 2021). This learning theory links technology to our learning process. Connectivism also promotes group learning and encourages different viewpoints (WGU, 2021). Lastly, this learning theory connects learning that takes place outside of the individual such as through databases and social media platforms (WGU, 2021). The learning shifts from the teacher to the student (WGU, 2021)

The role of memory: This learning theory connects the use of technology with learning, which changes the need for memorization. The learner's role is to not memorize or even understand everything, but to have the ability to find and use the knowledge the learner has gained (Corbett, F., & Spinello, E., 2020).

The types of learning:Two terms are important for learning in this learning theory, these terms are nodes and links WGU, 2021). Students are nodes in a network, meaning that a node is anything that can connect to other objects like a book, webpage, or a person (WGU, 2021). Links are the connections that are made between the nodes. We continue to make these links between nodes to gain information (WGU, 2021).

How learning occurs:There are 8 main principles of how learning occurs with this theory. A few of these include, learning is a process of connecting, learning is more critical than knowing, and the ability to see connections between fields, ideas, and concepts is a core skill (WGU, 2021). A few other principles are nurturing and maintaining connections are needed for continual learning, and decision-making is a learning process, what we know today might change tomorrow (WCU, 2021).

How learning occurs:In this learning theory, adults want to be involved in their learning, they also want to be in control of when, how, and what they learn (O'Neill, E., n.d.). Adult learners want to know how and why they need this information and how to use it in their lives (O'Neill, E., n.d.).

The role of memory:According to this learning theory, adults need to learn by more than just memorizing facts and information. In fact, most adults don't learn this way. Adults need to problem-solve and use reasoning to learn the desired information (O'Neill, E., n.d.).

Major characteristics:This learning theory is the idea of how adults learn and how it is different then children learning (O'Neill, E., n.d.). Adult learning is distinct and educators must identify the learning style that suits the adults that are being taught (O'Neill, E., n.d.).

The types of learning:There are 5 assumptions that Knowles made with his adult learning theory, here are a few of them. As we get older, we move from being dependent on others to being independent, so some adults prefer a more self-directed learning style (O'Neill, E., n.d.). Another type of learning is learning from past experiences, adults can draw knowledge from these past experiences to deepen or broaden the knowledge they are learning (O'Neill, E., n.d.). Another learning type is as an adult we want what we learn to be relevant to our lives so our learning needs to help us solve problems.