How People Learn
INTRODUCTION
HOW PEOPLE LEARN
Learning can be defined formally as the act, process, or experience of gaining knowledge or skills. Burns conceives of learning as a relatively permanent change in behaviour, with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions'. Burns (1995) considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place. Learning helps us move from novices to experts and allows us to gain new knowledge and abilities. There are many different theories on how people learn. This paper will summarize in the next chapter, a range of conventional learning theories. In the third chapter, this paper will discuss on how children learn, concentrating on Piaget's theory and Vygotsky's social cognition theory. Finally the fourth chapter will discuss on the subject of adult learning theories particularly on Knowles' theory of andragogy.
CHAPTER 2
THEORIES OF LEARNING
SENSORY STIMULATION THEORY Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses touch, smell and taste account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media.
REINFORCEMENT THEORY This theory was developed by the behaviourist school of psychology, notably by B. F. Skinner (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of
HOW PEOPLE LEARN
Learning can be defined formally as the act, process, or experience of gaining knowledge or skills. Burns conceives of learning as a relatively permanent change in behaviour, with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions'. Burns (1995) considers that learning might not manifest itself in observable behaviour until some time after the educational program has taken place. Learning helps us move from novices to experts and allows us to gain new knowledge and abilities. There are many different theories on how people learn. This paper will summarize in the next chapter, a range of conventional learning theories. In the third chapter, this paper will discuss on how children learn, concentrating on Piaget's theory and Vygotsky's social cognition theory. Finally the fourth chapter will discuss on the subject of adult learning theories particularly on Knowles' theory of andragogy.
CHAPTER 2
THEORIES OF LEARNING
SENSORY STIMULATION THEORY Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses touch, smell and taste account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media.
REINFORCEMENT THEORY This theory was developed by the behaviourist school of psychology, notably by B. F. Skinner (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of
References: 7. Brooks, J. (1995). Training and Development Competence: a practical guide, London: Kogan Page. 8. Burns, R. (1995). The adult learner at work, Sydney: Business and Professional Publishing. 9. Burns, S. (1995). ‘Rapid changes require enhancement of adult learning ' HRMonthly June, pp 16-17. 10. Knowles, M.S. (1978). The Adult Learner: a Neglected Species 2nd edition, Houston: Gulf Publishing Company, Book Division. 11. Knowles, M.S. (1990). The Adult Learner: a Neglected Species 4th edition, Houston: Gulf Publishing Company, Book Division. 12. Laird, D. (1985). Approaches to training and development, Reading, Mass: Addison-Wesley. 13. McGill, I. & Beaty, L. (1995) Action Learning, second edition: a guide for professional, management and educational development London: Kogan Page.