This document provides an overview of a course on learning theories taught by Mr. ADDOU at University of Oran2. The course will cover four main sections: (1) the concept of learning and learning theories, (2) behaviorism, (3) cognitivism, and (4) constructivism. After each section, students will complete a self-assessment quiz. The overall goals of the course are for students to understand different learning theories and how they can inform educational practices.
This document provides an overview of a course on learning theories taught by Mr. ADDOU at University of Oran2. The course will cover four main sections: (1) the concept of learning and learning theories, (2) behaviorism, (3) cognitivism, and (4) constructivism. After each section, students will complete a self-assessment quiz. The overall goals of the course are for students to understand different learning theories and how they can inform educational practices.
This document provides an overview of a course on learning theories taught by Mr. ADDOU at University of Oran2. The course will cover four main sections: (1) the concept of learning and learning theories, (2) behaviorism, (3) cognitivism, and (4) constructivism. After each section, students will complete a self-assessment quiz. The overall goals of the course are for students to understand different learning theories and how they can inform educational practices.
This document provides an overview of a course on learning theories taught by Mr. ADDOU at University of Oran2. The course will cover four main sections: (1) the concept of learning and learning theories, (2) behaviorism, (3) cognitivism, and (4) constructivism. After each section, students will complete a self-assessment quiz. The overall goals of the course are for students to understand different learning theories and how they can inform educational practices.
Department of English Teacher: Mr. ADDOU Subject: Cognitive Psychology / L3
Lecture : Learning Theories
Presentation of the course
This course of ‘learning theories’ is expected to be fulfilled within an allotment extending to 6 hours, tantamount to four lectures content. These are deposited in the platform in the form of sections on regular basis to allow students to take optimal advantage of assimilation. The layout of the sections appears as follows: section one: The concept of learning and learning theories Learning theories defined Section two: Behavioursm Implications for learning Section three: Cognitivism Implications for learning Section four: Constructivism Implications for learning
Each section will be followed by a rubric ( Test yourself) in
which the student will have to answer some questions related to the reading material for knowledge consolidation and meaning negotiation. The whole course will be followed by a general discussion
General Objective
The course of learning theories aims to achieve a number
of goals related to the study of cognitive psychology. Most importantly, by the end of this course students should be able to : 1. Identify the nature of learning and learning theories. 2. demonstrate the benefits of studying learning theories. 3. Recognize the learning theories that have affected the field of education. 4. differentiate between these theories in terms of theoretical assumptions and efficiency to language learning. 5. Gauge the significance of the theories to the digital age. 6. Translate theoretical principles into instructional application Introduction The course entitled “learning theories” encompasses two important concepts that need to be illustrated even though the word theory is expected as a content word to receive much more focus and consideration in the current course content. Before engaging into the different theories that have had much influence on education it seems wise to tackle the concept of learning which is used in education and teaching context as part of a routine without realizing what it exactly refers to in people’s experience. It is also being used in different education terminology such as learning context, learners, learning environment, distant learning, adult learners, learning outcomes etc. because researchers seem to be rarely explicit about the meaning of the term. In the field of education questions about learning are addressed and the term learning is taken for granted as if unproblematic. This is why it is worth defining. According to Dewey (1938), Piaget (1964), Vigotsky (1986) Learning is an active process of engaging and manipulating objects, experiences, and conversations in order to build mental models of the world. Learning results in building knowledge while learners explore the world around them, observe and interact with phenomena, converse with others, and relate new ideas to past understanding. Learning is also built on existing knowledge that serves to support the construction of all future learning (Alexander, 1996). Prior knowledge can thus serve as a basis for building, enriching, or changing existing understanding. Similarly, Learning has a social aspect in that it does not happen on an individual basis. Rather, it happens as a social activity involving people, the things they use, the language they speak in a given cultural context, and the activities they take ( Bransford, et al., 2006). Another important ingredient of learning is motivation and cognitive engagement. Learners should place a value on what they want to learn and consequently engage with mental endeavour and cognitive arousal in order to learn new concepts and complex ideas. The aforementioned aspects of learning describe the different dimensions a definition of learning can take, and explain how learning can be an intricate process that has generated several interpretations and theories of how to achieve it effectively and efficiently. However, Learning seems to be better described in the following definition as “ a process that results in a change in knowledge or behaviour as a result in experience.” – From Learning in Encyclopedia of Educational Research, Richard E.Mayer This definition sounds reliable because it includes three ingredients: the change is enduring and long lasting; the focus of the change is the knowledge with its structure and content, or the behaviour of the learner; the cause of the change in knowledge and behaviour which is the experience resulting from interaction with the environment. This definition clearly demonstrates how learning can be an intricate process that involves interactional features pertaining to the learner and his environment.
Learning Theories: short historical background
Before defining learning theories, it is worth mentioning that theories about learning are deeply rooted in the past because the questions addressed by current researchers and theorists about the source of knowledge don’t look much different from those raised by philosophers in the far past. Many centuries ago two Greek philosophers, Plato (428- 348B.C.) and his student Aristotle (384- 322B.C.) disagreed about the way we acquire knowledge. Plato who was a rationalist believed that the source of knowledge and truth is reason and senses (Schunk, 1991), and it is only through logical thinking that we can acquire knowledge. By contrast, Aristotle who was an empiricist adopted a different view and stated that knowledge could be obtained only through empirical evidence based on meticulous observation and experience (Schunk, 1991). These assumptions are obviously at the heart of the current views of learning like Behaviourism and Cognitivism.
Learning Theory defined
Learning theories are an organized set of principles which explain how learners acquire, retain, and recall information. They provide us with insights into how learning occurs and consequently sustain us to make a better selection of the appropriate instructional tools, techniques, and strategies for achieving successful learning. Because they are historically and currently salient, three distinct theories are exposed to the student, Behaviourism, Cognitivism, and Constructivism, each having its proper instructional strategies to allow a better achievement of the desired learning outcomes. Test yourself 1. What aspects should we consider to provide an explicit description of the term ‘learning’? 2. How did the Greek philosophers Plato and Aristotle approach learning? 3. How can the study of ‘learning theories’ be beneficial to education.
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