As an instructional designer, I have to keep in mind that the theory of learning styles states that people have different approaches to learning and studying. Regarding my learning style, I have the most difficulty attempting to memorize material straight from a textbook, particularly lengthy chapters. I had erroneously believed that learning would occur by reading text or a paragraph repeatedly, which is a common misconception for learners. But this course has helped me to realize that learning information, facts and concepts in isolation is very difficult to retain in long-term memory. A more effective way of learning is by relating and comparing the topics to familiar things and real life situations.
Additionally, I have a greater understanding that learning takes many forms. It can be stored verbally, through language and words, and it can also have underlying meanings. Visual imagery is a very effective method of remembering information. I recall that during my grade school years I used visual imagery to recall spelling of words for tests and other exercises. Moreover, when learners can simultaneously see and hear what they are being taught, the information is more efficiently stored.
An important theory that I learned about is the behaviorist theory. The focus of study is about observable behavior, as opposed to internal thought processes, and learning takes place. Observable behavior rather than internal thought processes are the focus of study in the behaviorist theory. In particular, learning is manifested by a change in behavior, and the influence of environment on how a person learns. In this theory, the principles of contiguity refer to how the closeness of two events creates a bond which is a necessary factor for reinforcement and increased probability of repetition.
Some other learning styles that I read about and can relate to include cognitivism, concrete and abstract perceivers, and active and reflective processors. Concrete perceivers are able to absorb information through direct experience and by actions, senses, and feelings. Abstract perceivers can research and retain information through analysis, observation, and thinking. I have experienced learning using concrete and abstract perception, not just in academics, but life in general. Active processors are able to take advantage of experiences by utilizing the new information, while reflective processors examine that same information. For instance, I have had experiences in my academic career where I did an assignment or question that I was certain that I would do well, but I wound up doing not as well as I anticipated. I would review the errors that I made, and find new and different ways to prepare for next time.
Because cognitivism emphasizes making knowledge meaningful and allowing learning to properly be facilitated, I can also identify with this learning mode. Not only is it vital for me to acquire information but to also gain understanding of the particular topic, concept, or subject.
Technology has been an important factor throughout my educational career. The personal computer and instructional tools via CDs, cassettes, DVDs, and VHS tapes have also enhanced my learning. One of the benefits to these tools is that I can always replay and/or revisit lessons if there is something I missed, or something additional that I want to learn. The Internet has also been a great help to me. Going back to my home schooling years, as the Internet really started to “boom”, it became an increasingly integral part of my education. I was able to read lessons online, and do problems on subjects such as math, science, geography, and computer technology. On Yahoo, I received assistance for difficult problems and/or assignments in past classes such as C++ and Physics from the “Y! Answers” section. Databases, both onsite and remote enable submission t assignments, and communicate with students and instructors on the discussion board, further creating a network of people and technology. In a few of my USF courses, a web conferencing program called Elluminate was used, where instructors communicated via microphone. Students were able to type questions, or use a microphone to ask them. This technology created an atmosphere of collaborative learning, because we learned from each other’s questions and responses, in addition to the instructor’s lessons.
References:
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Smith, D. S. (2008). A case study in situated cognition. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition
Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Gardner, H. (2003). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Laureate Educations, Inc. (2009). Learning Styles and Strategies. Dr. Jeanne Ormrod.
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education
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