Learning Theory and Me

What do I know about learning theory and how has it impacted my daily practice with teaching and learning? I have been exposed to, at one time or another, many different learning theories. Most of these theories have been rooted in the behavioral, cognitive, or social sciences. What I have observed about the various theories is that given a certain set of circumstances, most if not all, can be correctly applied to various opportunities for learning. As such I take a very eclectic and pragmatic view to the application of learning theories in my daily practice with teaching and learning.

I rarely, if ever, find the need to apply S-R theory based upon Thorndike, the use of operant conditioning as developed by Skinner, or any other behavioral approach for that matter. The reason for this is that in my daily practice I do not attempt to shape behavior. I attempt to promote understanding and the use of higher order thinking and reasoning. Behavioral approaches simply are not conducive to these goals.

Festinger’s Cognitive Dissonance Theory, Paivio’s Dual Coding Theory, and Elaboration Theory by Reigeluth have had a far greater influence on my daily practice than any other theories. I also have always had great respect for Bandura and his Social Learning Theory because of it’s reliance on modeling. I have also always held that experience and context are tantamount to any learning taking place (constructivism) although I have always done so intuitively rather than as a constructionist. From Cognitive Dissonance Theory I have always tried to “challenge” the thoughts and beliefs I, and others, hold dear. Dual Coding Theory simply tells us that memory, or more specifically recall, is enhanced when information is presented both verbally and non-verbally. Elaboration Theory teaches us that ideas are best learned when presented sequentially. I think I originally gravitated toward this theory because of my love for mathematics and science and the way in which I was instructed in those areas (for better or worse). I do find that most (not all) concepts are more easily understood when there is a context with which to build upon. This is especially true in the applications training that my staff is often charged with delivering. In simple terms, build upon prior knowledge. Of course the importance of modeling has not been lost on my practice as described by Social Learning Theory. Needless to say I take a very eclectic approach to teaching and learning!

I have to say that I am currently struggling with the idea that all learning is the result of social interaction in the absence of original thought. This idea has been brought to the forefront in one of the discussion threads in Gary’s class and I hope to gain some clarification of this distinction throughout the remainder of this course and others. Perhaps my eclectic approach to teaching and learning prevent me from conceding to any idea that is completely and universally exclusive.