A Reflection on Learning Theories and Instruction

        This blog entry outlines my personal thoughts regarding learning theories and instruction as I reflect on the material that has been discussed throughout the course, Learning Theories and Instruction (EDUC 6115).

Foreword

Having taken another course on topic of learning theories and instruction approximately three years ago, I did not discover any new information that I found to be shocking or striking in this subject matter. I did, however, develop a clearer picture on the practical application of learning theories in today’s instructional environment.

Clarifying Aspects of my own Learning and Instruction

I considered myself to be a visual and auditory learner prior to the start of this course. This opinion has not changed. I also fervently defended constructivism, believing that this learning theory was the best for my specific style of learning (Conner, 1993). Throughout the past eight weeks, my single-minded perspective regarding the practical application of learning theories has become more open-minded. I now realize that several learning theories work well with visual and auditory learners. Additionally, I have realized that as an instructor there are several factors that I must consider, in addition to the learning styles of my students, when choosing a learning theory.

Making Connections

           The primary job of instructional designer is to seamlessly integrate motivational factors, learning theories, and learning styles with technology. These areas of learning are strongly connected can impact one another positively and negatively (Millar, 2003). Therefore, it is essential to understand how they are connected.  The creation of the a table that outlined how various learning theories (behaviorism, cognitivism, constructivism, social learning, and connectivism) answer definitive instructional questions such as “How does transfer occur?” and “What types of learning are best explained by this theory?” helped me to clarify the connections between learning theories, learning styles, and technology (Ormrod, Schunk, and Gredler, 2009) . Similarly, the creation of a table outlining my plan on how to overcome some common motivational factors that impact the learning process (achievement, anxiety, choice, relatedness) using Keller’s ARCS model (Keller, 2003) allowed me to gain a deeper understanding of how the use of a specific learning theories or type of technology could greatly impact motivational factors of my students.

Summary

             This course is essential to an aspiring Instructional Designer. Throughout this course I have developed a clearer picture on the practical application of learning theories in today’s instructional environment. I also gained an appreciation for the intricate connections between motivational factors, learning theories, learning styles and technology. The tools that I have created throughout with course (the aforementioned tables) will be invaluable as a quick, easily updateable reference in future courses and in my career as an instructional designer.

 References

Conner, M.L. (1993). What’s Your Learning Style? Retrieved August 29, 2008 from            http://agelesslearner.com/assess/learningstyle.html

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78). Retrieved June 22, 2012 from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=0ab0c47a-aeb2-4f9f-a7f8-b6cbfba69082%40sessionmgr12&vid=1&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl

Millar, R., (2003). Benchmarking best practices in adult learning centres. Retrieved March 24, 2009 from http://www.oise.utoronto.ca/CASAE

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction (Laureate custom edition). New York: Pearson.