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Theories Of Experiential Learning

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Learning refers to any relatively permanent change or modification in behavior resulting from practice and or exposure conditioning. It could be motor, visual, or conceptual. Learning theories provide a theoretical outline that describes how information is absorbed, processed and retained during learning (Schunk, 2015). In this paper, I will discuss the learning theories of behaviorism, cognitivism, constructivism, and humanism and some principles within these theories that apply to learning like classical and operant conditioning, scaffolding, schemas, situated cognition, Bloom’s taxonomy, as well metacognitive activities. With research findings, we can learn what it takes to use different parts of our brain for different learning theories. …show more content…

The theory contends that individuals’ sense of initiative, general well-being and performance is supported by their experience of autonomy, relatedness, and competence. The theory proposes that the degree to which any of these psychological needs is strained within a social context will result in a detrimental impact on wellness/motivation within that context. Experiential learning refers to learning through the reflection, critical analysis and synthesis of experiences (both personal and environmental). For genuine knowledge to be formed, the learner must possess problem-solving and decision-making …show more content…

He asserts that every individual is unique, and thus should be supported by developing his/her talents and individuality by designing flexible curricula that allow for freedom of intellectual exploration. The study by Ertmer & Newby (2013) provides a comparison of behavioral, cognitive and constructivist approaches, and how they impact on learning. It explores how these theories provide instructional designers with instructional techniques that promote learning as well as provide a basis for intelligent strategy selection. Sorden (2005), explores multimedia cognitive theory of learning, specifically how to structure multimedia instructional practices among other cognitive strategies for active

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In order to achieve self-mastery and true independence, knowledge of personal capabilities must be learned. Adapting and

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Full name Teacher name Course name/number 8 September 2015 How We Learn The learning process is hard to describe or summarize in simple statements. This is because it occurs differently in every individual, and is influenced by the people, places and events surrounding each particular person. In her essay about growing up with a love of books and reading, Eudora Welty makes an important statement about the learning process when she writes, “Learning stamps you with its moments.

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Engagement in one’s education at all academic levels is essential to educational success. When students are actively engaged in instruction, they are able to retain more knowledge and bridge connections to prior knowledge (Glaser, 1984). This engagement leads to achievement across the curriculum. Since active engagement in paramount, teacher and curriculum leaders need to keep students various learning styles in mind when designing instruction and curriculum scopes. Parkay, Anctil, and Hass (2014) stated, “Because there are so many differences among learners, various learning theories can guide curriculum leaders as they address questions” (p.5) in curriculum construction.

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Learning is the product of the activity of

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The human learning process is the same as other animals. Behaviorists use two processes to explain how people learn: Classical conditioning and Operant conditioning. Classical conditioning, is when people learn to link two stimuli occurring jointly. (Pavlov 1897 cited in McLeod 2014). Pavlov’s experiment with dogs.

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Psychologist Albert Bandura integrated these two theories and came up with four requirements for learning: observation (environmental), retention (cognitive), reproduction (cognitive), and motivation (both). This integrative approach to learning was called social learning theory. Within this theory there is a combination of behavioral and cognitive theories of learning to provide more clarity to the wide range of learning experiences within the real world. First, learning is not purely behavioral, but rather it is a cognitive or thinking process that takes place in a social setting. Next, learning can occur by observing a behavior and by observing the consequences of the behavior.

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Learning is something people do on a daily bases, some do not even know that learning is occurring. The gaining of new knowledge and or skills from experience leads to change in behavior is the logical definition of the term learning (Schacter, Gilbert, Wegner, Nock, 2015). There are three different ways to come about learning these are, Classical conditioning, Operant conditioning and Observational Conditioning. Each conditioning is unique in their own way in describes a different way of learning. Right now we’ll focus more o n Classical conditioning and Operant conditioning.

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This study utilizes the Kolb’s Experiential Theory. According to Kolb and Kolb (2013) the Experiential Learning Theory (ELT) is a dynamic view of learning based on a learning cycle driven by the resolution of the dual dialectics of action/reflection and experience/abstraction. This theory draws on the work of prominent 20th century scholars who gave experience a central role in their theories of human learning and development—notably John Dewey, Kurt Lewin, Jean Piaget, Lev Vygotsky, William James, Carl Jung, Paulo Freire, Carl Rogers and Mary Parker Follett—to develop a holistic model of the experiential learning process and a multi-dimensional model of adult development (Kolb and Kolb, 2013). Kolb and Kolb (2013) stated that ELT is built

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After a 17 year methodology of investigating the implications of the experiential learning hypothesis and exploring different avenues regarding procedures of gaining as a matter of fact, Kolb distributed his statement in his 1984 book Experiential Learning: Experience as the Source of Learning and Development. Kolb 's (1984) book gives a precise articulation of the hypothesis of experiential learning and how it applies to work, instruction, and grown-up improvement. Kolb declares the guideline that an individual adapts through his or her disclosure and experience. He created the ELT hypothesis with a specific end goal to clarify the associations between the human formative phases of development, learning methods, and encounters. He accepts that encounter shapes the way learners handle information, which then influences their cognitive

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Our topic is learning. Learning is a relatively permanent change in behaviour that occurs through experience (Laura A. King, 2009). The “relatively permanent” part of the definition refers to the fact when people learning anything, some part of their brain is physically changed to record what they have learned ( Farmer et a l, 2013; Loftus&Loftus, 1980 retrived from Saundra k. Ciccarelli, J. Noland White, 2015). When we make a mistake and gain from it, we will remember this experience and will not repeat it again. This shows that we learned something from the past experience.

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INTRODUCTION Have you ever thought on how people explain about behaviour? How do we know when learning process has occurred? Learning is permanent change that happened in the way of your behaviour acts, arises from experience one’s had gone through. This kind of learning and experience are beneficial for us to adapt with new environment or surrounding (Surbhi, 2018). The most simple form of learning is conditioning which is divided into two categories which are operant conditioning and classical conditioning.

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Framework of the Study The present study is anchored on several learning theories. These theories helped the researcher in organizing the content and process of the study. These theories are: Experiential Learning Theory, the Adult Learning Theory, Cognitive Load Theory, the Spiral Approach, and the professional Development Theory.

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Behaviourism: Behaviourism assumes that a learner is fundamentally flaccid, replying to environmental incentives. Behaviour theorists states learning as nothing more than the attainment of new behaviour. In this theory Language acquisition is the result of stimulus-response activities where factors that facilitate are imitation, replication, reward and reinforcement. Cognitivism Cognitivists are related with ‘cognition’ and how it marks individual ‘learning’.

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New behaviour will continue if it is protected. According to this theory, the learning process is made more efficient if the new behaviour is demonstrated as well. One of the strengths of learning theories is that they developed methods for practical work. The criticism though, is that in their willingness to achieve visible results, they can become influencing. In learning theories, one was not concerned with the unconscious processes, but more with the visible behaviour.

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LEARNING THEORIES In spite of the fact that there are a wide range of ways to deal with learning, there are three essential sorts of learning hypothesis: behaviourism, intellectual constructivism and social constructivism. This segment gives a concise prologue to each sort of learning hypothesis.  BEHAVIOURISM Behaviourism is a hypothesis of creature and human discovering that exclusive spotlights on impartially detectable practices and rebates mental exercises. Conduct scholars characterize learning as just the adjusting of new conduct.

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