Learning Theory Research Paper: Emerging Models of How People Learn

Learning is a multi-step process that requires exposure to new stimuli to assimilate the information and ultimately results in a change in one’s knowledge, skills, behaviors, or values. It’s a never-ending journey that’s different for everyone. When an organism learns, it modifies its behavior in response to new information. Learning theory aims to shed light on how people learn and what factors influence their ability to do so. A person’s thoughts and emotions, surroundings, and experiences significantly influence their ability to comprehend, acquire, and retain knowledge (Gandhi & Mukherji, 2022). The concept of motivation as the impetus behind initiating and maintaining effort toward a goal is crucial to understanding the function it plays in making learning possible. How individuals learn is the subject of several hypotheses developed by psychologists and teachers. Theories like this provide light on what influences learning and retention and explain how information is processed in the brain.

Understanding how people learn is a very contentious and dynamic field of study. Learning theory has evolved in recent years to include more relevant models for the contemporary classroom. How best to aid the acquisition of new information and abilities is an ongoing topic of study in the theory of learning, which involves a broad range of models, methodologies, and approaches. Evidence-based research has provided a solid basis for the continued development of theories of learning, and extensive studies of several of these methodologies have been conducted throughout the years. Specifically, research grounded in evidence has drifted away from behaviorism and cognitivism and toward more holistic theories of learning like social constructivism, situated learning, and connectivism. The necessity of adapting to the ever-evolving educational environment and the desire to provide more prosperous and impactful learning opportunities have driven this change.

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This paper aims to explore these new and emerging theories of learning and develop an emerging theory of learning that considers the current evidence-based research. This paper will begin by discussing the normal and pathological behaviors and traditional theories of learning, followed by an overview of the evidence-based research on the new and emerging theories of learning. Finally, this paper will present the author’s emerging theory of learning, which draws upon evidence-based research to explore the potential of a more holistic approach to learning.

Normal and Pathological Behavior

Biological and environmental variables interact in complicated ways to shape the development of normal and pathological behavior. Normal behavior is often the consequence of a person’s exposure to positive reinforcement and instruction from their parents, guardians, and other significant adults in their lives (MacPherson et al., 2010). On the other hand, pathological behaviors often stem from either unfavorable reinforcement or inadequate supervision. Peer pressure, familial relationships, and socioeconomic position are all environmental influences that might perpetuate such behaviors.

How individuals learn and apply what they have learned may also be affected by biological variables like heredity and brain chemistry. Learning is the first step toward better conduct, and once individuals have it, they may use it accordingly. Knowledge enables people to make better choices, learn more about themselves, and sincerely appreciate their social environment. They may also utilize this information to learn more effective methods for dealing with stressful situations and regulating emotions.

Learning new things is crucial to growing up and becoming the people we become. There are several ways in which people learn something new, including hands-on experience, direct observation, books, and classes. This understanding informs their interactions and responses to the world around them. The social and cultural environment in which individuals live and interact may be influenced by this information, which is a crucial consequence of this understanding. People may utilize what they learn to adapt their actions to new social and cultural contexts. For instance, one can use their perspective on a particular behavior to have more fruitful discussions about the topic with others. A more tolerant community based on mutual respect could emerge as a result.

In some instances, learning might even be detrimental to one’s health. This might happen if a person develops a pathological preoccupation with learning that prevents them from coping well in other aspects of their lives. A person may be demonstrating pathological learning behavior if, for instance, they devote their whole waking life to studying to the exclusion of all other activities, including maintaining their social relationships and physical health (Foreman, 2018). Unhealthy learning habits include, for example, depending on rote memorization rather than genuinely grasping and internalizing new material. The incapacity to analyze critically and adapt one’s knowledge to new contexts may result.

The implications of knowledge on the emergence of both normal and pathological behavior need serious consideration. Acquiring this information will help one comprehend the dynamics of regular behavior and the conditions under which it may become aberrant. For instance, expanding one’s understanding of the factors that influence certain behaviors might aid in the early detection and efficient resolution of issues. Long-term vulnerability to aberrant behavior may be mitigated in this way. The personal ramifications of one’s acquired knowledge are also essential to think about. With the right information, people can make better choices regarding their actions. When people are aware of the consequences of their actions, they can better handle their feelings and make wiser decisions. This might improve people’s emotional health and happiness.

Pursuing a sense of equilibrium in one’s educational pursuits and engaging them positively and fruitfully is essential. This may include limiting the amount of time spent studying, actively searching out a variety of informational resources, and participating in activities that are beneficial to the learner’s physical and psychological well-being.

Traditional Theories of Learning

Throughout the history of educational research, there have been a variety of theories developed to explain how individuals learn. Researchers have utilized empirical investigation to develop theories, from behaviorism to constructivism, that aims to explain the intricacies of the learning process. Despite the diversity of these theories, there is still much to be understood about the most effective means of teaching and learning.

Behaviorism

Behaviorism, created by B. F. Skinner in the 1950s, is one of the first theories of learning (Skinner, 1950). According to the theories of behaviorism, one’s actions may be shaped via the use of positive and negative reinforcement. It is predicated on the theory that learned behavior may be modified. This hypothesis has been extensively debunked because it ignores important nuances of learning and the cognitive processes happening on the inside of the mind.

Cognitivism

According to cognitivism, students learn best when they actively engage in introspective thought processes. The core concept is that the human brain is an intricate information-processing device that can take in data and generate novel insights. The fact that it considers the learner’s own mental processes has led to its widespread acceptance as a legitimate theory of learning.

Constructivism

According to the constructivist theory of learning, students actively create their knowledge as they study. The key tenet of this approach is the notion that learning occurs when a student engages in a reciprocal relationship with their surroundings. For instance, a student may learn by taking part in practical exercises that encourage them to observe their immediate surroundings and draw analogies between their new information and what they already know. The idea is well-received because it accounts for how a learner interacts with their surroundings.

Evidence-Based Research on Emerging Theories of Learning

The current evidence-based research on emerging theories of learning has shifted away from the traditional theories of learning and has embraced alternative models that are better suited to modern contexts. Specifically, evidence-based research has focused on theories such as social constructivism, situated learning, and connectivism.

Social Constructivism

The social constructivist theory of learning ideates that learners develop their own knowledge as they interact with one another and the world around them. In light of its consideration of the social setting in which learning occurs, this theory has gained widespread acceptance. A student could mimic a teacher’s actions to pick up a new idea, for instance. They may also pick up social cues from their contemporaries by mimicking their actions.

Situated learning

According to the notion of situated learning, which has its roots in the field of educational psychology, students are more likely to retain information if it is taught in a way that simulates the actual situations in which they will be required to use it. It posits that being a member of a community of practice is preferable to learning everything on one’s own. It highlights the significance of the learner’s social and physical context, as well as the task’s connection to the learner’s life. It argues that education should be seen as an interactive process in which students actively participate by exploring their surroundings, interpreting events, and drawing connections between their own experiences and those of others. Since it accounts for the significance of context in the learning process, situated learning theory has gained widespread acceptance as a viable theory of learning.

Cognitive Information Processing

The idea of cognitive information processing emerged in the 1970s as a more contemporary approach to understanding the learning process. Information storage, processing, and retrieval are all conceptualized as mental processes in this paradigm. A student might engage in such cognitive processes as memory storage, where they commit data and ideas to long-term storage. After that, they can utilize their brains to interpret the data and draw conclusions about the world around them. In the end, they can utilize their brain to remember it all for later use.

An Emerging Theory of Learning

An emergent theory of learning may be synthesized from the present body of evidence-based research on such ideas. Integrating ideas from behaviorism, constructivism, cognitive information processing, and social learning, this theory offers a holistic perspective on education. The primary premise of the idea is that learning is a dynamic process that requires participation from both the learner and their peers. When one learns, one takes in data, analyzes it, draws conclusions, and generates new ideas and insights as a result of the process. Learning procedures takes more time and effort than learning facts and definitions (Eraut, 1997). It entails trying new things until one finds what works. It necessitates making conscious efforts to interact with our surroundings, whether they are other people, machines, or the natural world. Learning entails asking questions, researching solutions, and expanding one’s horizons. Learning involves personal development, intellectual exploration, and the stretching of one’s horizons. The process of learning lasts a lifetime, but it is well worth it.

The theory proposes that education is most effective when it emphasizes the learner’s agency in the process of knowledge construction via dialogue with others and the use of appropriate technological tools. It recognizes the nuanced nature of education and the need of developing experiences that are both instructive and engaging for students. The theory also acknowledges that learning is an inside process that leads to the incorporation of abstract ideas and guiding principles into one’s worldview. This means that the human mind creates new information and interpretations as a result of the interplay between thought and experience (Bonk & King, 2012). To put it another way, children learn best when they are actively engaged in the process of constructing meaning about a topic, with the instructor serving as a facilitator. According to Lam (2016), considering the classroom as a whole, not just the students in it, is very important. Students are not isolated actors in a static educational environment; rather, they are embedded in a living, breathing system that is always evolving and growing.

The theory is predicated on the notion that learning requires a combination of introspective analysis of data, active participation in the learning environment, and the sustained cultivation of personal, ideological, and technological networks. This learning theory is founded on observable occurrences, with encouraging events increasing the likelihood of the response and punitive consequences decreasing it. This theory of learning can influence instructional strategies, pedagogical frameworks, and evaluation tools. Understanding the learner’s learning processes might also improve the likelihood that the desired learning results will be attained (Lockey et al., 2021). This will be crucial since it will help the educator reflect on and refine their practices.

This method will transform education in the age of the web, social media, weblogs, and internet communities. The availability of previously inconceivable networks, resources, and possibilities have changed the way we think about learning. The theory’s central tenet is that knowledge can only be gained by exposure to other perspectives. Learning in this setting is affected by factors such as the variety of information sources available and the quality of the connections between them, and it may make use of “non-human appliances.” Finding these resources is an important component of learning and may lead to a deeper understanding of the topic at hand. Because of its adaptability and involvement, technology has been called the key to a more conducive constructivist classroom.

Like behaviorism, by praising good conduct and reprimanding bad, this approach may be successfully implemented in the classroom. Different learners will place different values on different kinds of rewards. Each student’s stimulus and reaction, as well as their unique set of connections, are what ultimately determine how effective any given teaching approach will be (Zhou & Brown, 2015). Notably, the arrangement and presentation of stimuli and the reinforcement of reactions play crucial roles in the environment’s impact (Joseph, 2021). This theory is also based on the idea that learning should be situated in a meaningful and authentic context to be effective.

The hypothesis proves the importance of heredity in shaping one’s brain and facilitating their ability to learn. Moreover, it pinpoints several genes connected to cognitive and scholastic aptitudes. Differences in IQ, vocabulary, and other cognitive abilities have been traced to specific genetic variants. These genetic variants interplay with environmental circumstances to impact learning and development, but it is vital to remember that genes alone do not define cognitive skills. Data also suggests that one’s genetic makeup influences how one reacts to various instructional methods (Bueno, 2019). Researchers have shown that there may be a correlation between a person’s genetic makeup and how well they respond to learning interventions like tutoring and cognitive training.

Further, the idea stresses the significance of parents, carers, and teachers providing children with a caring and supportive environment in the formative years since this may have an everlasting effect on the child’s development and later success. Piaget thought that all children must go through each of the four stages of cognitive development before moving on to the next stage. Every developmental milestone is marked by the child’s development of new cognitive skills and a deeper comprehension of the environment (Zhou & Brown, 2015). As a result, early environments have a profound effect on later cognitive and social development. Childhood experiences have a profound impact on children’s mental health, emotional stability, and future achievement. Children’s minds are like sponges throughout their formative years; they soak up knowledge and experience like a sponge. To them, the world is a classroom, and play, discovery, and social contact are the keys to unlocking its secrets.

Therefore, the theory stresses that the cognitive, social, emotional, and physical development of children can be enhanced by providing them with favorable early childhood experiences, including fostering and adaptable relationships with carers, access to a rich and dynamic environment, and prospects for play and discovery. However, abuse, neglect, and seeing or experiencing violence as a young child may all negatively impact their development and well-being. There may be long-term impacts on one’s mental health and general well-being as a result of the stress and trauma triggered by such events, which in turn may impair one’s ability to learn and interact with others.

Conclusion

This theory is useful for shedding light on the wide range of learner styles. Genetics, motivation, personality, background knowledge and experience are only a few of the elements that might contribute to these variations. While some individuals learn best via sight, others may do better with sound or movement. Different people have different learning styles; some may benefit more from interactive exercises, while others may do better with a more conventional approach like lectures and reading. Teachers could benefit from gaining insight into how their students’ learning styles vary to better meet their requirements. Individuals may benefit from reflecting on their unique learning styles and developing strategies that best suit them.

This research paper has examined the existing literature on evolving theories of learning and has synthesized a new theory of learning that incorporates this literature. The core premise of this school of thought is that knowledge is constructed in a dynamic process that involves the involvement of the learner, the learner’s context, and appropriate technological tools. This approach recognizes the nuanced nature of education and the necessity for designing instructional materials with these complexities in mind.

References

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