How Learning Theories Have Influenced My Learning Styles
About six weeks ago, I evaluated my learning style based on my past experiences with the traditional classroom learning and my anxiety to accomplish career and educational goals. My responses were generalized but focused on Gagne’s “Events of Instruction”. There was emphasis on me taking total control of my learning needs by using all possible avenues to help me understand new information. This strategy still exists due to generic essentials which steers self- motivation mainly because I am aware of the economic and professional benefits which I would derive after completion of courses. Knowles’ (1999) belief that adults are highly motivated, and have an independent self-concept that can direct their learning, may not appeal to all, but certainly does for me. In some instances when tasks are beyond my ZPD I still look toward the physical presence of a tutor to provide guidance whilst attempting to achieve objectives.
Bandura’s (1986) social and situational theory admonishes that during the learning process interaction and observation of behavioral models and learner self-efficacy becomes part of the learning process as is seen in online learning situations. My learning style changed in favor of the instructor’s acceptance of my autonomy and initiative. The assumptions of Knowles about andragogy, and the characteristics of adult learners seem to confirm that being self-directed as an adult learner can result in significant positive self-fulfilling outcomes only for some persons. As an adult learner, I had actually restricted myself from web areas on the computer. Now after three intensified months of exploring areas and surfing on the internet to fulfill the demands of Learning Theories and Instruction course, I have benefited from distributed cognition as well as information abundance. I can relate my change of interest to Knowles’ belief that adults are highly motivated (although there are several exceptions) and have a self concept which can guide their own learning.
Technology has transformed some areas of my learning strategies thus far. Since the inception of this online course I have had several experiences, too numerous to mention, that I can use to justify that online learning inculcates a culture of social and constructivist learning. The “Go to your Group” command, “respond to your group member’s contribution” and the question and answer forum, is typically a social constructive vignette which Kim (2001) believes can promote intersubjectivity that allows us to share and negotiate help from both teacher and classmates as we extend our understanding with an “each one, teach one” approach. Kim states that “the construction of knowledge is also influenced by the intersubjectivity formed by the cultural and historical factors of the community. Online courses bring to the classroom diverse cultures where classmates are requested to use personal experiences as when creating postings for blogs.
Although I am proud of being afford the use of an elibrary, I still encounter setbacks with the use of the computer for online learning. I am yet to master the search engines to acquire resource material from the Walden Library and most times I seek assistance to gain access to articles which are requires for course readings. Overall I presume that if there is more time for rehearsal of these skills I will soon achieve my goals with such technological application.
Resources:
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Flash Media Program: "Timeline of the History of Learning"
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
