Reflection - Learning Theories and Instruction EDU-6115-2

This course has informed me of the many different factors that influence the success of the learner in the classroom.  As I pursue my Masters in Instructional Design and Technology, I plan to use this knowledge to effectively design instruction for the adult learner.

One of the most striking things I have learned is how influential the different learning styles are for   instructional designers when designing courses.  “The critical link, therefore, is not between the design of instruction and an autonomous body of knowledge about instructional phenomena, but between instructional design issues and the theories of human learning” (Ertmer & Newby, 1993, p. 51).  I was initially under the impression that one should choose and focus on a learning theory and teach accordingly, yet I see aspects of each in the way children in my classroom learn and in my own learning and instructional designers must know when and why to employ each (Ertmer & Newby).  Although I was aware of its presence in the learning process, I found most striking the impact Siemens’ (2009) Connectivism theory has on today’s learner. Siemens tells us we no longer consider just the individual learner, but now rather the broader environment in which we are situated.  

Reflecting on my own learning style I realize that I, like my students, apply different learning styles according to what knowledge I am acquiring.  One of the reasons I found Connectivism to be so dominant as a learning theory is that it is one the most prevailing theories in my own learning process and I feel that it is applied in most of my learning situations.  Being defined as learning through technology, information and social networks, it describes how I learn through my online pursuit of my masters degree, how I strive to teach in a 21^st century classroom, and how I learn from my day-to-day living experiences.  I also found interesting the research on adult learners and the recognition that when teaching adult learners there are many different approaches and that although each adult learns differently, they are “independent, and self-reliant, and they are self-directed toward goals” (Cercone, 2008, p. 143).

During this course I have studied different learning theories, learning styles, educational technology and how to motivate the learner in both face-to face and online environments.  Independently each of these are important elements to consider when analyzing the learner, yet I have come to realize that they are deeply connected and equally influential factors in how knowledge is obtained and retained.   Ormrod (2009) tells us that not only do we have to possess cognitive processes that allow us to learn effectively, but we also need to have a desire to learn.  Seimens (2004) recognizes the impact of educational technology as he tells us “learning theories are concerned with the actual process of learning” (p. 2), and that, as well as addressing how it is that a person learns, one must recognize that “these theories do not address learning that occurs outside of people” (p.2).

As I have become more educated on the different factors that influence learning, I have constantly been aware of how these theories will impact my career as an instructional designer.  I realize that there are numerous influences that affect the success of the learner and that my priority is to create a learning environment where learners are motivated and confident, and that I am able to employ different learning theories and strategies when needed. I must also “acknowledge the tectonic shifts in society where learning is no longer an internal, individualistic activity” (Siemens, 2004, p. 5) and implement technology into the design of my courses effectively.

This course has been most enjoyable and has allowed me to reflect on both my teaching and learning approaches.  Ertmer & Newby (1993) state that “learning is influenced by many factors from many sources, the learning process itself is constantly changing” (p. 67).  This course has informed me of many of the influential factors involved in the learning process, and I must be sure to be well informed of the technological advances and incorporate these into the design of my instruction.

References:

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.

Laureate Education, Inc. (Producer). (2009) Connectivism [transcript] [with George Siemens] Retrieved from Walden University.

Laureate Education, Inc. (Producer). (2009a) Motivation in learning [transcript] [with Dr. Jeanne Ormrod] Retrieved from Walden University.

Siemens, G (December 12, 2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm