File Name: learning and development theories .zip
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. Behaviorists look at learning as an aspect of conditioning and advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction.
The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction.
The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning.
The discussed theories suggest ways to improve online learning environments. Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction.
Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations.
This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction. This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction. Brieger, E. Report bugs here. Please share your general feedback. You can join in the discussion by joining the community or logging in here.
You can also find out more about Emerald Engage. Visit emeraldpublishing. Answers to the most commonly asked questions here. Abstract Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction.
Findings The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. Practical implications This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction.
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In this paper the concept of teacher development is well examined, and theories pertaining to it are also linked to. There are some important terms that need clarification and defining before the concept is explored in deep. The reasons why some terms are worth clarifying is the need for shared understanding. The absence of shared common understanding threatens construct validity, and difficulty in identifying teacher development process. Development is a process that involves change from a primitive state to a more advanced one. The United Nations Development Programme uses a more detailed definition and according to them development is to lead long and healthy lives, to be knowledgeable, to have access to the resources needed for a decent standard of living and to be able to participate in the life of the community.
The curriculum is one of the most effective tools for bridging the gap between education and development. However, there is little to no normative guidance on what constitutes a well-balanced responsive curriculum at different levels of education. Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges. Research evidence on the nature of learning is impressively accumulating and at a fast pace. However, this impressively accumulating wealth of knowledge is not being effectively applied to improve practice in the facilitation of learning.
The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners.
So what are educational learning theories and how can we use them in our teaching practice? There are so many out there, how do we know which are still relevant and which will work for our classes? In this article you will find a breakdown of each one and an explanation of the 15 most influential learning theories; from Vygotsky to Piaget and Bloom to Maslow and Bruner. By Paul Stevens-Fulbrook. Since Plato, many theorists have emerged, all with their different take on how students learn.
In simple words, sharing is learning. You share more, you learn more. Learning is a continuous process where people everyday gather knowledge through sharing his or her experience, knowledge, information with others. Therefore, learning is a relatively permanent change in human capabilities that is not a result of growth processes.
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Он был слишком пьян, чтобы заметить идущего следом за ним человека в очках в тонкой металлической оправе. Выбравшись наружу, Беккер оглядел стоянку в поисках такси. Ни одной машины. Он подбежал к крепко сбитому охраннику.
Но такие сведения секретны. - У нас чрезвычайная ситуация, и мне нужен этот список. Бринкерхофф положил руки ей на плечи. - Мидж, ну пожалуйста, успокойся. Ты знаешь, что я не могу… Она фыркнула и снова повернулась к клавиатуре. - Я распечатаю список.
LEARNING AND DEVELOPMENT. As formulated by Piaget, classical developmental theory had much to offer educational psychology which was not derivable.
Ему сразу же стало ясно, что высокое положение в тридцать восемь лет в АНБ нельзя получить за красивые глаза: Сьюзан Флетчер оказалась одной из умнейших женщин, каких ему только доводилось встречать. Обсуждая шифры и ключи к ним, он поймал себя на мысли, что изо всех сил пытается соответствовать ее уровню, - для него это ощущение было новым и оттого волнующим. Час спустя, когда Беккер уже окончательно опоздал на свой матч, а Сьюзан откровенно проигнорировала трехстраничное послание на интеркоме, оба вдруг расхохотались. И вот эти два интеллектуала, казалось бы, неспособные на вспышки иррациональной влюбленности, обсуждая проблемы лингвистической морфологии и числовые генераторы, внезапно почувствовали себя подростками, и все вокруг окрасилось в радужные тона. Сьюзан ни слова не сказала об истинной причине своей беседы с Дэвидом Беккером - о том, что она собиралась предложить ему место в Отделе азиатской криптографии.
Давайте скорее. Попробуем порыскать. ГЛАВА 125 - Сколько у нас времени? - крикнул Джабба.
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