Learning is a crucial component of human growth because it gives people the ability to react correctly to various circumstances. Since individuals live in a dynamic world, they must constantly learn new information in order to survive (Bruce, 2012).
Gradual Process of Learning
I must emphasize that learning happens gradually over the course of a person's entire life rather than all at once. As the process of acquiring new or strengthening current behaviors, knowledge, preferences, abilities, or values, learning can lead to prospective changes in knowledge, attitude, behavior, and information (Lachman, 1997). For instance, as a result of learning an individual may change his/her way of thinking, feeling as well as perceiving and doing things. The changes in behavior that take place after learning are relatively permanent (Thomas, 2010).Different Types of Learning
There are different types of learning including associative, non-associative, active, informal, formal, observation learning, and many others. In fact, there are so many forms of learning such that the list is inexhaustible. In my own perspective, I believe active learning is the best among the many various forms of learning. This is because active learning takes place when an individual takes control of his/her learning experience. It enables learners to track their individual mastery of concepts as well as encouraging them to have an internal conversation in which they speak understandings. The value of active learning has been proven by metacognition studies where researchers claim that learning is generally at a higher level or standard (Thomas, 2010). Furthermore, learners are more motivated to learn when they not only control what they learn but also how they learn. Active learning is a prime example of student-centered learning.
How and Where Learning Occurs
Learning can either be overt and physical or may involve attitudinal and complex intellectual alterations which influence behavior in more complicated ways (Thomas, 2010). Moreover, it may take place without conscious knowledge or consciously. Kids learn to identify things or items at an early age whereas teenagers may learn to better study traits (Bruce, 2012). Play is the best way through which children learn their basic concepts and surroundings best (Bruce, 2012). On the other hand, adults may learn how to deal with complex problems. Learning is an individual process and thus the instructors like me cannot do it for learners. Since learners only learn from personal experiences, learning and knowledge are inseparable from an individual. Past experience enables a person to react to certain things or objects and overlook others. Although almost all learning is through experience, learning occurs in various forms and in differential degrees of depth and richness. At first, learning comes from perceptions which are guided to the brain by one or more of the five human senses (hearing, sight, taste, smell, and touch). Nevertheless, psychologists have revealed that learning takes place more quickly when information is obtained via more than one sense (Brookfield, 1986). Perceptions occur when an individual attaches a meaning to sensations. People ground their doings on the manner they understand things to be. Even though the perceptions that evoke meanings arise from external stimuli, actual meaning originates from within the person. Nonetheless, meanings that are received from perceptions are affected by many other factors rather than own experience.
The Process of Learning
The process of learning is characterized by six interactive components, namely, memory, language, attention, higher order thinking, processing and organizing, and writing (graphomotor). In spite of the fact that these components interact with one another, they also interact with other aspects such as classroom climate, emotions, family, teachers, social skills, and behavior (Thomas, 2010). Teaching learners about the components of the learning process clarifies learning and offers them an opportunity to improve their metacognition.
Learning Environments
Since learning is a continuous process that occurs throughout the whole life of an individual, it is prudent to note that it takes place in different environments. There are no limitations on where learning can actually occur. I personally believe learning can occur anywhere, in whichever form and any time. Some of the environments where learning can take place include learning institutions (schools), workplaces, homes, debate and training forums (workshops and seminars), online platforms, and many others. Environments where learning occurs are very vital in ensuring effective, timely, and quality learning is realized (Heick, 2014). A highly effective environment is essential for good and successful learning. There are many methods through which a conducive learning environment can be enhanced. For example, I would encourage learners to ask good questions and value learners' questions more than answers in an attempt to promote an effective learning environment. Other strategies that I may apply to improve the learning environment include employing a variety of learning models, personalizing learning to cater to individual needs, providing constant opportunities for practice, accommodating diverse ideas, and ensuring that evaluation is authentic, transparent, persistent, and not punitive (Derrick, 2003).
Learning and Assessment Strategies
For effective and successful learning to occur, appropriate learning strategies should be adopted. There are numerous learning methods that can be utilized to promote the learning process. Skills for the 21st century have necessitated the implementation of strategies that allow learners to practice course content, meaningfully use technology, collaborate, and take ownership of their learning. However, in this academic work, I would focus on research-based strategies that have proven to encourage effective learning. These strategies were formulated by Weinstein and Smith (Gonzalez, 2016). Nevertheless, research-based strategies take the design of a problem-based learning approach. Problem-based learning is a learner-centered and inquiry-based instructional approach in which students battle with a genuine, ill-structured problem that demands extra research (Introduce, P. B. L. Problem-Based Learning). According to Gonzalez (2016), if mentors can work on these research-based strategies in their instructions as well as teach learners how to use the strategies on their own, then the learners will have a better opportunity to remember learning material. Despite project-based learning and assessment allowing learners to display what they comprehend with authenticity and depth, tests are used to measure most of the content areas (Gonzalez, 2016). The main research-based strategies include:
Spaced practice:
This strategy advocates for learning in smaller chunks over time. Studies have revealed that most students wait till the night prior to a test to prepare for it (Gonzalez, 2016). When a sufficient number of students performs well on the test, it is assumed that the content had been understood well. However, the fact is that a few weeks later, most learners cannot recall what they learned. Every moment a learner leaves a little space, he/she forgets some information and should relearn it to remember. To help learners apply this strategy, I will assist them in establishing a calendar to plan out how they will revise chunks of information in smaller bits.Retrieval practice:
This involves practicing to bring content to mind without using learning materials. Memory retrieval is not enhanced by having material right in front of learners (Gonzalez, 2016). Instead, learners should keep away their learning materials and then speak or write everything they know thoroughly before counterchecking with materials. By doing so, they change the way information in mind is stored and allows them to recall it easily.Elaboration:
The strategy calls for learners to go beyond simple recall of content and commence making links within the content. Actually, it requires learners to describe and explain ideas with much detail. Instructors should have short class discussions with learners where open-ended questions are asked and allowing learners to do elaboration in their own learning plans (Brookfield, 1986).Concrete examples:
The strategy involves leveraging specific examples to comprehend abstract concepts. Research acknowledges that most teachers use this strategy in their own instruction. Additionally, teachers should use concrete examples to explain abstract ideas and then encourage students to provide their own examples.Dual coding:
Involves combining visuals and words. Learners should make it a custom to pay attention to visuals (charts, images, and graphs) accompanying texts and connect them to the text by explaining what they imply using their own words (Gonzalez, 2016). In addition, the learners should construct their own visuals with respect to concepts they are studying. Dual coding strengthens learners' memory.Interleaving:
The strategy calls for switching between concepts while learning. When ideas are mixed, there is the possibility that learners will make more errors, but they will learn something very vital (Gonzalez, 2016). Interleaving discourages the habit of repetitive behavior and instead encourages critical thinking, which is paramount for learning.Every single strategy is essential for the learning process to occur; however, no single strategy is sufficient for achieving effective learning. As a result, I recommend the use of combined strategies for overall performance. In fact, I find it more successful when I combine all strategies since almost every component of learning is covered. Nonetheless, these strategies are grounded in problem-based learning, which is equally important in enhancing learning. Studies have found that research-based strategies enable learners to establish knowledge gaps, carry out research, and practice their learning to present their findings and develop solutions. Gonzalez (2016) claims that instructors should make the combination of learning strategies an integral part of their class vocabulary.Evaluation of Learning
Evaluation of learning is essential to determine whether the intended learning outcomes are achieved or not. Assessment learning is the process of finding and interpreting proof for use by both learners and teachers to monitor learners' progress, strengths, and weaknesses and formulate ways to overcome identified challenges (Crockett, 2017). Different assessment strategies are applied depending on the learning context. Learning assessment can either be formative or summative. In summative assessment, learning activities result in the evaluation of student's performance, for instance, the allocation of a standard or numerical grade which at a later date may appear in a report (Assessment for Learning, 2016). Conversely, activities in formative assessment do not result in an evaluation; instead, information about what the learner knows and understands is used to determine the learner's learning progress. The following are some strategies that research has reported effective in enhancing formative assessment:First, the strategic use of questioning, which helps the teacher to identify what the learner understands and what he/she is capable of doing. Second, effective teacher feedback, which concentrates on established success criteria informs the learners what they have attained and where to improve (Crockett, 2017). Third, peer feedback that takes place when a learner uses established criteria to inform another learner what they have achieved and where appropriate corrections are required. Last but not least is student self-assessment strategy, which encourages learners to take their own learning responsibility. Notably, formative assessment can be made summative both at the beginning and end of an evaluation event.
Learning Theories
A body of principles suggested by educators and psychologists to explain how people acquire knowledge, attitude, and skills can be described as a learning theory (Siemens, 2014). Different types of learning theories are utilized in varying learning environments to accelerate and promote the learning process. Nevertheless, for many years, numerous theories have tried to explain how people learn. Most psychologists and educators, to some degree, agree that behaviorism and constructivism theories may explain learning (Siemens, 2014).Behaviorism Theory:
According to behaviorists, animals, including human beings, learn in the same manner. Behaviorism concentrates on changes in observable behaviors of an individual (Mazur, 2015). As it pertains to the classroom learning environment, the theory is significant in establishing relationships between particular actions by a learner and the immediate consequences of actions. Behaviorism provides an instructor with a chance to manipulate learners with stimuli, provoke the desired response, and reinforce behavior with suitable rewards. Operant conditioning is the main form of behaviorism that educators have proved vital in learning. Operant conditioning concentrates on how consequences of behavior affect the behavior over time. It is founded on the concept that consequences seem to make particular behaviors occur more often. For instance, if I praise a student for an excellent response made during learning, there is the possibility I will hear more responses from the learner in the future. B.F. Skinner is one of the pioneers of operant conditioning (Mazur, 2015). Since this theory affects motivation, it can encourage inward motivation to the degree that the reinforcement for the action is the action itself.Constructivism Theory:
Constructivism concentrates on how learners actively build knowledge out of experiences. There are different forms of constructivism as explained below.Psychological constructivism: It is founded on the idea that an individual learns by mentally organizing or re-organizing new experiences and information and is associated with John Dewey (Rockmore, 2005). The organization occurs partially through relating past knowledge that is already relevant and clearly comprehended.Cognitive theory: This theory was developed by Jean Piaget, who demonstrated learning as interplay between two mental processes (assimilation and accommodation). It emphasizes the mental processes of the learner. Educators have found cognitive theory helpful for thinking about learners' preparedness to learn (Rockmore, 2005).Social constructivism: This theory focuses on the interactions and relationships between a learner and other people who are more experienced and knowledgeable and was founded by Jerome Bruner and Lev Vygotsky (Fosnot, 2013). Indeed, it stresses that learning and subsequent modifications in behavior occur as a result of interaction between the student and the environment. Furthermore, cultural influences, social media, peer pressure, and group dynamics are important factors in social constructivism.
Facilitating learning in the workplace
Globally, workplaces are undergoing a process of unprecedented and rapid transformation. Currently, workplaces require employees to be able to work independently, communicate effectively, make decisions, solve problems, and think creatively (Morris, 2008). All these new requirements have meaningful implications for training in workplaces.My role as a facilitator in workplace learning is a difficult one, demanding a broad repertoire of facilitation methods which not only assist in producing effective learning but also maximizing its impact in the entire organization. I must be able to establish and maintain effective training programs, identify learning needs, design suitable learner support systems, promote participation, organize accreditation processes, and distribute information about learning opportunities and many others (Morris, 2008). The practices linked with facilitating learning in the organization are strongly associated with the workplace transformation process.As a facilitator, I need skills in establishing and managing training support facilities and maximizing learning opportunities in workplaces. Additionally, I require all the skills of a highly qualified adult educator. Critical reading of relevant literature as well as the capability to analyze assumptions beneath it will equip me with necessary skills and competencies. I will learn to break down workplace culture and how its norms are enacted and communicated in the organization (Morris, 2008). Moreover, I will explore the strategies used by adult educators to support and facilitate workplace transformation and reflect upon their individual informal theories of transformation and workplace-based learning.
Reflection
The learning process is essential for the survival of human beings, and therefore all appropriate strategies should be employed to promote it. Traditionally, people have focused on outdated strategies that have retarded the learning process. Individually, I have had ups and downs as far as learning is concerned. Some of the learning strategies and theories I preferred in learning proved successful, whereas others served as stumbling blocks in realizing my full potential.Effective approaches that enhanced my learning:
Creating a conducive learning environment: Environments in which learning takes place generally affect learning either positively or negatively (Derrick, 2003). During my practice, I was able to establish good learning contexts that enhanced the learning process of my learners. For example, I used to encourage learners to ask good questions and valuing learners' questions more than responses, accommodated diverse issues of all learners, personalized learning to make it an inclusive activity, employed numerous learning materials and strategies, and many others.Embraced research-based learning strategies: Learning strategies have a significant impact on learning. Drawing from the experience of problem-based learning, which advocates for active learning, I was able to identify and make use of some of the best learning strategies. Throughout my practice, I focused on research-based methods that included interleaving, concrete examples, retrieval practice, spaced practice, and many others. I preferred research-based learning strategies because research has reported that they enhance learning and promote the memory of learners. In addition, these strategies are student-centered.Ineffective approaches:
During my practice, I used the two learning theories singly and independent of one another. This proved unsuccessful in promoting learning. Studies have revealed that none of theories is effective alone, something which I underestimated. Research recommends that for learning to occur, the effective combination of both theories is critical (Fosnot, 2013). As a matter of fact, when the two learning theories are used together, behavioral outcomes can be assessed and cognitive learning promoted.Proposed strategies for improving learning:
Firstly, I will have to focus on combining constructivism and behaviorism learning theories. This will ensure learning is retained as well as promoted throughout my entire practice.Secondly, since the learning environment in which we live is dynamic, I will research new learning strategies that may help improve learning. Furthermore, I will investigate new methods of creating a friendly and conducive learning environment.Lastly, I will maintain and preserve approaches that have proven effective for my practice.
References
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Crockett, W, L. (2017). 5 Great Formative Assessment Strategies That Never Miss
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Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Gonzalez, J. (2016). 6 Powerful Learning Strategies You MUST Share with Students
Heick, T. (2014). The Characteristics Of A Highly Effective Learning Environment
Introduce, P. B. L. Problem-Based Learning: Six Steps to Design, Implement, and Assess.
Morris, C. (2008). Facilitating learning in the workplace.
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Mazur, J. E. (2015). Learning and behavior. Psychology Press.
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Thomas, A. (2010). Understanding The Learning Process To Effectively Differentiate Instruction
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