A Reflection on the Course

My knowledge of learning theories has deepened significantly throughout the course. Prior to this, my knowledge of the learning process was limited to my experiences as a student and what I learned through my profession. In reflecting upon the course, there were several aspects about how people learn that I found most surprising: the variety of theories, the learning environment, and the modes of deliver. The most surprising aspect related to the variances between the learning theories and their stance on instruction. While each of the theories could be used to explain the process of learning, in a broad sense, they were not all applicable to learners in all situations. From my perspective, learning instruction needs to be flexible and blend the different aspects of these theories together. A more effective form of learning instruction will result. Enhancing this instruction, further with different types of technology also broadens the effectiveness of the learning experience. Another surprising aspect relates to the environments in which people prefer to learn. These environments vary from person to person and are influenced by the goals, interests, and lifestyles of the learner. While some learners are preferential to online learning others may have difficulty in converting and still prefer face to face. Another surprising aspect of how people learn relates to the mode of deliver. Learners respond better to instruction when it is presented in a format they are comfortable with and can relate to either as a result of their personal or professional experiences. Additionally, learners will have an increased sense of motivation when their interest in their learning content is high. I am flexible when it comes to learning and find that I can adapt to a variety of instruction presentations and forms of technology.

How I learn has changed significantly over the years in direct relationship to my learning needs, environment, advances in technology, and my professional and personal interests. While the meaning I derive from what I am learning is still impacted by my perceptions and experiences, how I acquire that learning has changed significantly. The advent of online learning and the increased use of visual and auditory tools in training and learning programs has improved the process within which I learn.

A learner’s motivation to acquire knowledge increases when the learning instruction they are using is to their preference. Designing effective learning instruction requires an understanding of the connections between the different types of learning theories, styles, and available technologies. While it is difficult to determine which learning theories will suit a learner best, it is important to choose modes of delivery that will effectively convey the learning instruction (i.e. visual, auditory, and kinesthetic). Theories give context to the learning process and a perspective within which effective instruction can be designed. Since the process of learning is complex and involves a deep understanding of a learner needs, it is essential to know those needs and consider them when developing instruction. Technology reduces the complexity of the learning process by providing a flexible medium (i.e. online learning) and avenue for learners to construct their own knowledge and meaning.

Meeting the needs of learners and designing effective instruction involves a deep understanding of the relationships between learning theories, technology, and the process of learning. Since the process of learning is complex, knowing what motivates learners and the types of environments available for learning will assist me in developing quality instruction. Having a deeper understanding of my own learning process also gives me greater insight into the expectations of learners when participating in a program. In designing instruction, I can apply the knowledge I have gained in this course to facilitate the most effective forms of learning. Additionally, I can create more insightful instruction that “promotes more effective cognitive processing and learning over the long run.” (Ormrod, Schunk, Gredler, 2009).

References:

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