Learning Methods

4 Key excerpts on "Learning Methods"

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  eBook - PDF

  Educational Neuroscience

  • Denis Mareschal, Brian Butterworth, Andy Tolmie, Denis Mareschal, Brian Butterworth, Andy Tolmie(Authors)
  • 2013(Publication Date)
  • Wiley-Blackwell

    (Publisher)

  Research Methods in Educational Psychology Andy Tolmie Research Methods in Educational Psychology 111 There is an inherently greater affinity between the methods and theoretical concerns of the neuroscience of learning and educational psychology: both are directed at understanding the basic processes of learning and the factors facili- tating or constraining these. If educational neuroscience seeks to find points of convergence between the different research traditions, these are more likely to be found here than between neuroscience and pure educational research, at least at this point in time. This chapter will consequently focus predominantly on the methodologies employed within educational psychology. The next section deals with the issue of measurement, and the strategies that have evolved over time for capturing learning processes. The following section moves on to consider how these measurement techniques are deployed within different types of study design, including school-based interventions. Throughout the chapter a central goal will be to highlight the specific constraints that limit potential approaches to research in educational psychology as compared to the work in experimental cognitive neuroscience that features in other chapters. Deciding What to Measure Research in educational psychology is primarily concerned with measuring two types of variable, learning outcomes and factors that predict or constrain these outcomes, in order to draw inferences about the processes connecting them. Because of an interest in specific learning phenomena, the emphasis is also typically on fine-grained measures of conceptual understanding or skill rather than general achievement in terms of curricular objectives, and on the impact of proximal factors such as learners’ academic self-concepts, teacher dialogue, and parental support during learning activities rather than struc- tural predictors of outcome such as socioeconomic status (SES).

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  eBook - ePub

  Make That Grade Organisational Behaviour

  • Michele Kehoe(Author)
  • 2013(Publication Date)
  • Gill Books

    (Publisher)

  4LEARNING

  Objectives This chapter will help you to:

  • Understand the nature of learning.
  • Describe the behaviourist approach to learning.
  • Explain the cognitive approach to learning.
  • Identify social learning theory.
  • Describe the structure of human memory.
  • Apply methods of improving memory.

  4.1 Learning defined

  Learning occurs at all levels of the organisation – individual, group and the organisation itself. It is fundamental to the success of an organisation that an understanding is gained of how and why individuals learn and of how the organisation can facilitate continuous learning. Learning theories provide an insight into individual differences and management practices. This knowledge affects the design and delivery of induction and job training programmes, the design of reward systems and the provision of feedback to employees. It contributes to the successful management of organisational change and the creation of learning organisations.

  According to Buchanan and Huczynski (2010), ‘learning is the process of acquiring knowledge through experience which leads to a lasting change in behaviour’.

  Moorhead and Griffin (2012) state that learning can be defined as ‘a relatively permanent change in behaviour or behavioural potential resulting from direct or indirect experience’.

  The main characteristics of learning include:

  • Learning involves change – This may affect the way individuals think, feel and behave. People may or may not be aware of these changes.
  • Change may be positive or negative

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  Learning and Study Strategies

  Issues in Assessment, Instruction, and Evaluation

  • Allen J. Edwards(Author)
  • 2014(Publication Date)
  • Academic Press

    (Publisher)

  The problem was not only a gap between theory and practice but also some serious limitations to the theory. As I noted some years later in my paper, The Decline and Fall of the Laws of Learning (McKeachie, 1974), the principles of reinforcement, contiguity, and exercise were good first steps in identifying variables affecting learning, but they were useful only within certain limiting bounds. Derived from animal laboratories in which possible confounding variables were controlled, the principles were not universally applicable in real-life educational settings, where the interactions with the confounding variables made a substantial difference. Within the past two decades, experimental, developmental, and instruc-tional psychologists have increasingly turned from animal to human subjects; from studies of classical and opérant conditioning to studies of meaningful verbal learning; from highly artificial laboratory settings to natural learning settings; or to laboratory settings that are more closely related to learning in the real world. A substantial body of research and theory has emerged under the general rubric, cognitive psychology. As a result, we can now apply the conceptual frameworks used in cognitive psychology to an understanding of the bases for the effectiveness of traditional study strategies training. Moreover, the area of training students in cognitive skills is relevant to one of the hot theoretical and research issues of the day. A generation ago most psychologists believed that intelligence was relatively fixed, largely determined by heredity, and well measured by intelligence tests. In the ensuing years, each of these beliefs has been called into question.

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  Learning Psychology NQF3 SB

  TVET FIRST

  • N Horn P Huygen(Author)
  • 2013(Publication Date)
  • Macmillan

    (Publisher)

  75 Overview Learning styles are various approaches or ways of learning. It is believed that all individuals have an individualised learning style that enhances their ability to absorb information. This means that an educator should assess the learning styles of learners and then adapt the classroom methods of teaching to suit individual learning styles. We will discuss how we learn, the process of learning, theories of learning, types of learning and various learning styles. You will also identify your own learning style and explain the effects of individual, autonomous and cooperative learning. Topic 3 Learning styles and methodologies 76 Different learning styles Overview After completing Module 1, you will be able to: • read about, summarise and organise various learning styles • identify learning styles in case studies • select learning styles most suitable for own learning • explain the effects of individual autonomous and cooperative learning. 1 .1 How we learn When we learn something, our behaviour tends to change. For example, if a child learns that the Great Trek took place in 1838, she tends to reply ‘1838’ when asked when the trek took place. This response was not possible before she learnt this fact. This change in response must come about because of something she has experienced. In this simple example, the experience is the history lesson on this topic. Learning involves changes in behaviour . Teaching is a way of getting desired changes in other people’s behaviour. In psychologists’ words: when we learn we acquire new responses. 1 .1 .1 Informal learning Informal learning happens when we learn something through day-to-day experiences. For example, we learn that the bus or the train leaves at a certain time every day and we therefore have to be at the bus stop or the train station before the departure time.

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