advanced learning theories:
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Advanced Learning Theories:. How Students Learn. Understanding how students learn is critical. Many models and theories address how students learn. Translate understanding into practical strategies. Theories provide a stepping-stone for educators to understand. - PowerPoint PPT PresentationTRANSCRIPT
Advanced Learning Theories: How Students Learn
Understanding how students learn is critical
Many models and theories address how
students learn
Theories provide a stepping-stone for
educators to understand
Translate understanding into practical strategies
Previous models are reinterpreted to model online student/teacher
interaction.
Introduction
The behaviorist model is one of the earliest learning models
Ivan Pavlov is regarded as the father of this
theory
Learning has occurred when a student’s
behavior demonstrates change
Behavior must be observed to
demonstrate progress
Behavior must be measured in a discrete
manner
Behaviorist Model
Advocates a drill-response mechanism in
order to change behavior
Pavlov’s experiment with a bell, dog, and
food reward
Trial-and-error methodology
Students should try to perform a task until they
succeed
When they achieve a positive result, learning is said to have occurred.
Behaviorist Model
Feedback is critical to guide the learning
process
Feedback denotes the point at which behavior
is changed
Feedback directly stimulates change in a
student’s behavior
BehavioristModel
A measurable task like successfully logging into
a website
Concepts with a single approach and correct
answer
It may not be possible to effectively measure a
student’s behavior online
Too short to change behavior or monitor any
change
Constant repetition may frustrate and inhibit
students
Behaviorist Model
Resources:Explore More
Weblinks:An Overview to the Behavioral Perspective
Play the interactive game Pavlov's Dog
Articles:Froyd, Jeff. (2001). Model for Inquiry and Reflection about Learning and Teaching. International Conference on Engineering Education, August 6-10, 2001
Chai, Lin. (2003). To Have or Have Not: An Examination of Feedback, Learner Control, and Knowledge Type in Online Learning. Proceedings of the 36th Hawaii International Conference on System Services, 2003
Cognitive Learning gradually replaced
behaviorism
As motivation and interaction between
students and instructors was understood
One of its champions was Noam Chomsky
Learning is an unobservable process in
the human brain
Behaviorist model is an insufficient
representation
CognitiveLearning
Feedback is still vital
Student receives the necessary behavior
correction
Student experiences satisfaction from
feedback
Reception of information through both visual and
auditory channels
Identifies short-term and long-term memory as
crucial aspects of learning
CognitiveLearning
Learning takes place when a learner
processes information
Online, cognitive learning holds an obvious
place
Able to provide materials in dual-and multi-modal fashion
Test both short-term and long-term retention of
information
CognitiveLearning
Resources:Explore More
Articles:
Pintrich, Paul R. (1999). The Role of Motivation In Promoting and Sustaining Self-regulated Learning. International Journal of Education Research. Vol. 31, 1999, pp. 459-470.
Strauss, S. (2000). Theories of Cognitive Development and their Implications for Curriculum Development and Teaching. In B. Moon, M. Ben-Peretz, and S. Brown (Eds.), Routledge International Companion to Education (pp. 33-50). London: Routledge.
Social interaction theory dismisses behaviorism and cognitive learning
Albert Bandura is credited with the genesis
of this model in the 1970s
Learning is not just an interaction between
instructor and student
Learning can occur within the environment
around the student
Students may learn from various social interactions
Social Interaction
The spread of behaviors through indirect
channels may be social contagion
Violence on TV may affect some students via
social contagion
Students learn the behaviors modeled by
instructors
Students learn from other students
Ensure that no unwanted behaviors are
being modeled
Social Interaction
Resources:Explore More
Web:Social Learning Theory
Social Learning Theory (A. Bandura)
Articles:Conte, Rosaria. (2000). Intelligent Social Learning. In AISB’00 Symposium on Starting from Society: The Application of Social Analogies to Computational Systems, Birmingham, AL, 2000, pp. 1-11.
Students learn “from” the world
Students should drive the learning process
Collaborative activities are critical segments of constructivist learning
Shared experiences can reinforce concepts
Students personalize their learning
Constructivist EducationalModel
Online and blended learning are natural expressions of the
constructivist modelStudents share with each
other in the classroom environment
Students take learning with them to the next
course
Constructivism is the most complete overview
of learning process
Constructivist EducationalModel
The following models may be referred to as
strategies
Resources:Explore More
Web:CSCL Theories
Articles:Edelson, D., Pea, R., and Gomez, L. (1996). Constructivism in the Collaboratory. In B. G. Wilson (Ed.), Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs, NJ: Educational Technology Publications. Pp. 151-164.
Oliver, Ron, Omari, Arshad, and Herrington, Jan. (1997). Exploring Student Interactions in Collaborative World Wide Web Learning Environments. In Proceedings of ED-MEDIA/EDTELECOM 1997, Calgary, Canada, June 14-19, 1997, Volume II, pp. 812-817.
Students learn through different channels and
situations
Advocates the use of a variety of educational
methodologies and tools
Students must practice critical thinking and active learning skills
Strategic implementation of
constructivism
Instructors are encouraged to engage
students’ minds, bodies, and souls
Integrative Model
Course material should be “integrated”
Within an History course, writing skills are
promoted
Online environment is an excellent venue for
utilizing integrative strategies
Integrative materials across courses requires buy-in from the school
Integrative Model
Resources:Explore More
Weblinks:Integrative Education
Articles:Braunger, Jane, and Hart-Landsberg, Sylvia. (1994). Crossing Boundaries: Explorations in Integrative Curriculum. Portland, OR: Northwest Regional Educational Laboratory for the Office of Educational Research and Improvement.
Direct instruction is the traditional view of higher education
A professor “professes” the subject matter to
students
Includes lecturing, one-to-one teaching, Q&A and didactic teaching
In every course, direct instruction must occur
The lecture material must be clear and direct
Direct InstructionModel
Resources:Explore More
Web:Instructional Strategies Online
Articles:Veenman, Simon, Denessen, Eddie, van den Oord, Ingrid, and Naafs, Ferdy. (2003). The Influence of a Course on Direct and Activating Instruction upon Student Teachers’ Classroom Practice. The Journal of Experimental Education, 71(3), pp. 197-225.
Straddles the line between direct instruction and
collaborative workInvolves the quiet, shy and non-participating
students
Ideas from lectures may be clarified, further
explored, and broadened
Students can challenge the instructor, concepts,
and each other
Discussions must be focused within a safe
and respectful atmosphere
Lecture/ DiscussionModel
Resources:Explore More
Articles:
Pimental, Maria da Graca, Ishiguro, Yoshihide, Kerimbaev, Bolot, Abowd, Gregory D., and Guzdial, Mark. (2001). Supporting Educational Activities through Dynamic Web Interfaces. Interacting with Computers. 13(3), pp. 353-374.
Davis, Robert L., and Ragsdell, Kenneth M. (2000). Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan. International Conference on Engineering
Concept attainment tests students’
understanding of concepts
An individual assignment
It can bridge the gap between individual and collaborative activities
Concept AttainmentModel
Students are presented with an identification
concept
“Investments with a ROI of greater than 3%”
“Bond with guaranteed 4.1% rate of return”
“Savings account with 1.5% rate of return”
Students quantify or classify them according to the preset structure
Concept AttainmentModel
Concept Attainment is ideally suited to online
delivery
Assignment can be researched online and
easily adapts to groups or individuals
Provide a clear overview of the concept
Clarify any incorrect classifications students
may have made
Concept AttainmentModel
Resources:Explore More
Web:
In-service Activities and Teaching Techniques to Promote Gender Equity
Additional PowerPoint:
Concept Attainment
Developed as a way to help medical students
learn biological processes
Students are presented with problems they must
solve by researching content
Learning occurs when students are presented with real-world cases
Students solve the problems or determine
how best to proceed
Problem-Based LearningModel
Problem-based learning is also referred to as
inductive learning
Inquiring learning, discovery learning, and
just-in-time learning
Easily implemented in online environments
Temptation to co-opt or plagiarize solutions to
questions
IDs and instructors should craft individual,
thought-provoking questions
Problem-based LearningModel
Resources:Explore More
Articles:
Mahling, D.E., Sorrows, B.B., and Skogseid, I. (1995). A Collaborative Environment for Semi-structured Medical Problem Based Learning. Proceedings of CSCL'95.
Prince, Michael J., and Felder, Richard M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95(2), pp. 123-138.
Fox, Geoffrey C., Furmanski, Wojtek, Nilan, Michael S., and Small, Ruth V. (1994). Assessing Virtual Reality for Education. Proposal to the National Science Foundation, January 1, 1994.
STAD (Student Teams-Achievement Divisions)
Addresses the need for collaborative
assignments for critical thinking
Instructor presents a concept
Students are grouped into teams of 3-4
members
The teams work together, then each
student is tested individually
STAD
Teams may complete a project, study a concept
or solve a problem
Student teams provide for socialization, social learning and sense of
communityDifficult for students to collaborate over diverse
time zones
Collusion or “riding on the coattails”
Difficult to assess the contribution of each
student
STAD
Resources:Explore More
Additional PowerPoint:
STAD
Articles:
Slavin, Robert E. (1977). Student Teams and Achievement Divisions: Effects on Academic Performance, Mutual Attraction, and Attitudes. Report No. 233 for the National Institution of Education. Johns Hopkins University, Center for Social Organization of Schools.
Instructors are hampered by the end-of-
course student questionnaires
Courses are designed by instructional designers
and curriculum managers
Students are able to learn from the spoken
as well as written word
Some instructors may record voice
announcements and explanations
Adapting Instruction ToImprove Effectiveness
Use a concept attainment question in the discussion board
Listen to the students
Learn if classroom materials could benefit from an improvement
Use student comments throughout the course
Discover areas where students may need extra
resources
Adapting Instruction ToImprove Effectiveness
Convey your students’ concerns to your Department Chair
Address concerns with IDs or Curriculum
Managers as appropriate
Adapting Instruction ToImprove Effectiveness
Faculty members must lead the way
Devise more coherent programs of general
education
Devise more useful, authentic assessments
of student learning
Institutional reward systems must provide
more incentives
More recognition for faculty contributions that increase student
success
Final Thoughts
Resources:Explore More
Web:
Improving Service Quality in Distance Education
Articles:
(2005). Accountability for Better Results - A National Imperative for Higher Education. State Higher Education Executive Officers with support from the Ford Foundation. Retrieved 5 Dec. 2007 from: Accountability for Better Business