LEARNING
Download as PPTX, PDF0 likes302 views
The document discusses learning from several perspectives. It defines learning as a relatively permanent change in behavior resulting from experience. Learning involves acquiring new knowledge and modifying one's behaviors. It is influenced by factors related to the learner, the learning environment/materials, and learning experiences/methods. The key factors that impact a learner include their physical, mental, emotional, intellectual, social, and motivational characteristics. Active participation, reinforcement, feedback, repetition, and logical organization principles enhance the learning process.
LEARNING
- 2. Unit: 7
- 3. Meaning of Learning • Learning is the central process to all our behaviors. • Learning simply means getting new things. So, most of the human behaviors are acquired through learning. • Learning is not only to acquire knowledge but to modify own behavior.
- 4. Contd… • Learning occurs across the entire life span i.e. in the family, with the peer group, at schools, on the job, and in many spheres as well. • Learning, however, depends both on growth and maturation, which underlines an organism’s readiness for certain kind of activity, physical and mental.
- 5. Definition • In psychology and education, “ Learning is commonly defined as a process that brings together cognitive, emotional and environmental influences and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values, and world views.” • Henry, P Smith, “Learning is the acquisition of new behaviors or strengthening or weakening of old behaviors as a result of experience”.
- 6. Contd… • Crow and Crow, “Learning is the acquisition of habits, knowledge and attitudes. It involves new ways of doing things, and it operates in an individual’s attempt to overcome obstacles or to adjust to new situations. It represents progressive change in behavior”. • Skinner, “Learning is the process of progressive behavior adaptation”. • Munn, “To learn is to modify behavior and experience”.
- 7. Contd… • M.L. Bigge, “ Learning may be considered as change in insights, behavior, perception, motivation or a combination of these”. • Gates and Others, “Learning is the modification of behavior through experience”. • Learning can be defined as any relatively permanent change in behavior that occurs as a result of reinforced practice or experience.
- 8. Contd… • Learning is a process resulting in some modification, relatively permanent, of the way of thinking, feeling and doing of the learner.
- 9. Components • Learning has three basic components; a. Learning is a change in behavior: • The change may be positive (e.g. learning to swim) or negative (e.g. learning to smoke). In other words change in behavior may be for better or worse.
- 10. Contd… b. It is a change that takes place through practice and experience: • The changes in behaviors that are the result of growth, maturation, instincts, fatigue, illness and drugs are not learning.
- 11. Contd.. c. Before it can be called learning, the change must be relatively permanent: • It must last a fairly long time, although how long a change must last cannot be specified.
- 12. Characteristics of Learning The characteristics of learning are as follows; • Learning is a process of modification of behavior. • It is a growth through experience. • Learning continues from birth till death. • Learning is a process not a product. • Learning is individual. Each learner is unique as he/she differs from others in his/her mental, physical and emotional make up and needs.
- 13. Contd… • The scope of learning is too wide to explain in words. It is a very comprehensive process which covers nearly all the domains- conative (desire or will), cognitive and affective of human behvaior. • All learning is purposeful and goal oriented; unless there is a goal it does not direct or motivates the learner to learn or acquire new habits.
- 14. Contd… • Learning prepares an individual for the necessary adjustment and adaptation. • The favorable atmosphere helps much in learning. • In learning process, motivation plays an important role.
- 15. Contd… • Learning is creative. The learner receives the information not only as presented to him/her, but through his/her creative thinking.
- 16. Factors Effective Learning • Learning is influenced by three factors that is; 1. Nature of Learner 2. Environmental and materials 3. Learning experiences/methods
- 18. Contd… I. Nature of Learner • A learner is the key figure in any learning activities. • They have to learn or bring desired modification in the behavior by interacting with the learning environment.
- 19. Contd… • So the learner has to have following characteristics; L- Liberal; (open mind) E- Energetic; A- Active Participation; R- Rational Creative; N- Normal Minded; E- Enthusiastic; R- Real
- 20. Contd…. • The factors associated with learner’s are as follows; i. Physical Factor: • Health, visual and physical defects, nutrition and physical development affect the learning process. • Malnutrition interfere the whole aspects of personality of a child. This will affect the visual, auditory as well as the physical health of a child that will alter his ability to learn and concentrate.
- 21. Contd… ii. Mental factors: • Attitude plays a large role in the mental organization and general behvaior of the individual. • An advantageous mental attitude facilitates learning. • Attitudes like willingness, cheerfulness, affection, open-mindedness, loyalty, intolerance and hate are some evidences that drive to facilitate learning. These can modify behvaior.
- 22. Contd… iii. Intellectual Factor: • Remarkable praises in school is generally closely related to the intellectual level of pupil. • Pupils who excel with high academic performance promote no difficulty in mastering or applying class work. • Sometimes, pupils do not learn because of special intellectual disabilities.
- 23. Contd.. iv. Emotional and social factor: • It is recognizes that various responses of the individual to various kinds of stimuli are determined by a wide variety of tendencies. • The kind of pupil-teacher relationships among pupils, the classroom, the social interaction of relationships among pupils, the relationships among members of the school staff, the physical characteristic of a classroom, social readiness, co operation versus competition and pupils’ attitudes towards teachers are some factors for better learning.
- 24. Contd… v. The level of motivation: • The stronger and clear the motive in learning anything, the greater is the effort and interest shown by the learner in learning it. • The result is greater and more permanent learning.
- 25. Contd… vi. The goals of life: • The philosophy of immediate as well as ultimate goals of one’s life affects the process and product of learning.
- 26. Contd.. vii. Readiness and will power: • A learner’s readiness and will power to learn is a great deciding factor of his results in learning. • If a learner has a will to learn a thing, he finds a way for effective learning.
- 27. Contd… viii. The level of maturation: • Maturation helps in the process of learning. • We learn things, when we are mature to learn them. • Learning can only take place if the stage for the type of learning has been achieved through a process of maturation. • For example: the child has to be physically mature before he can learn to walk or run
- 28. Contd.. ix. Age: • The capacity to learn for new materials increases up to beginning of young adulthood, after middle adulthood it tends to decline gradually and in older adult due to physically weak, poor recent memory, decreased reasoning speed they face difficulties in learning new things.
- 29. Contd.. x. Sex: • Although no sex is superior to the other, certain differences in interests and aptitudes (natural ability) are found between the two sexes. • Females like to learn things that involve people, men are more object oriented.
- 31. Contd… 2. Learning experiences/methods • Learning behavioral change or modification depends mostly on learning experiences and the methods of its presentation. • Those factors which may influence positively are as follows;
- 32. Contd.. i. Goals or objectives: • It should be related to predefined learning objectives. • Those learning experiences which can meet the predefined learning objectives enhance learning.
- 33. Contd.. ii. Level of learner: • It should be learner oriented i.e. the level and needs of the learner are considered and suitable to subject matter as to enhance learning.
- 34. Contd… iii. The learning experiences are organized by following the principles of proper sequencing: • Moving from simple to complex; • Known to unkonwn; • Example to generalization; • Concrete experiences to abstract concepts, so as to enhance learning.
- 35. Contd… iv. Integration of learning experiences: • Horizontal integration: The learning experiences of one area is being correlated with another area of learning so as to make the learning more meaningful and useful. • For example: epilepsy term learn in medical surgical is correlated to psychiatric nursing Medical surgical nursing correlation Psychiatric nursing
- 36. Contd… • Vertical integration: The past experiences is being related with present learning experiences so as to bring the continuity in learning. • For example: term role of nurses responsibilities learn in 1st year is correlated to 2nd year. Past experiences Present experiences
- 37. Contd… v. Active participation: • The learning experiences in which the learner has chance to participate actively will enhance learning. vi. Reinforcement: • The learning experiences, which is reinforced has a better chance of bringing behavior modification.
- 38. Contd… vii. Knowledge of results or psychological feedback: • Frequent and regular review of amount of progress being made towards the goal, acts as a strong motive to promote continuing effort on the part of learner.
- 39. Contd… viii. Repetition: • Repetitions at regular intervals help to continue the material over a longer period of time. ix. Distribution of practice periods: • Shorter practice periods are more effective than longer periods and when distributed over several days leads better result, which will reduce mental fatigue.
- 40. Contd.. x. Logical learning: • Instead of rote memorization, one should try to gasp the meaning of the text. • Logical learning calls for an arrangement and also understand with ideas in mind. xi. Rest: • Rest period during studies reduce fatigue and enhance learning.
- 41. Contd… xii. Level of anxiety: • The mild level of anxiety can be of a helpful aid to learn but excessive worry, anxiety and nervousness will have an inhibiting and interfering effect.
- 43. Contd… III. Environment and materials: • The learning materials and environment also affect the desired change in learner’s behavior. • The appropriate learning materials and environment are necessary for better learning. • So, the learning materials and environment should be of following criteria;
- 44. Contd.. i. Classroom with adequate facilities: • Good boards (black or white board) along with chalks or marker pen; • Proper ventilation, proper light and fan with dust free and calm and quiet environment. • Comfortable chairs with proper seating arrangements, enhance learning.
- 45. contd… ii. Availability of appropriate learning materials: • Library facilities with textbooks and reference materials; • Teaching learning aids (LCD, OHP, Flipchart, Easel board); • Laboratory facilities (demonstration lab, computer lab)
- 46. Over Head Projector (OHP)
- 48. Contd… iii. The utilization of variety of learning materials: • As the learning materials are the gateway of knowledge for learners, using varieties of learning materials leads to maximum number of senses, will facilitate learning.
- 49. Contd.. iv. The teacher factor: • The enthusiasm of a teacher or presenter is contagious. • Teacher’s capability (education and training), lesson preparation, voice, teaching workload, teaching style will affect learning.
- 50. Contd… v. Clarity: • This refers to the ability of the learner to clearly see, hear, and understand what is being said. • Threats to clarity include small fonts, jargon words, slurred speech, obstruction to sight, and ambiguous language.
- 51. Contd… vi. Task orientation: • It is important for there to be clear instructions regarding just what the learner is to do. • Checklists, procedure sheets, and other aids may help the learner stay on task. • People tend to learn better when they are engaged in task.
- 52. Contd…. vii. Student opportunity: • If a hands-on activity is indicated, be sure to budget adequate time, space and materials for all participants to adequately engage the materials.
- 54. Laws/ Principles of Learning • Educational psychology & Educational psychologists have identified several principles of learning, also referred to as laws of learning which seem generally applicable to the learning process. • These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively.
- 55. Contd… • A famous psychologist Edward Lee Thorndike, put forward main three law on basis on his theory; I. Primary Law of Learning 1. Law of readiness 2. Law of exercise 3. Law of effect
- 56. Contd.. II. Secondary law of learning 4. Law of primacy 5. Law of recency 6. Law of intensity
- 57. Contd… • Hence, the following are the laws/principles of learning; 1. Readiness for learning 2. Law of exercise 3. Law of effect/Principle of active participation 4. Law of primacy 5. Law of recency
- 58. Contd… 6. Law of intensity 7. Principle of relevancy of learning 8. Principle of sequence of learning 9. Learning by repetition 10. Principle of reinforcement
- 59. Contd.. 1. Readiness for learning • It is the degree of preparedness and eagerness to learn. • When a person feels ready to act or to learn, he acts or learns more effectively and with greater satisfaction than when not ready.
- 60. Contd… • Before one’s actual learning, one must be mentally prepared, one’s mind must be mentally-set. • For example: teacher should arouse curiosity for learning, so that the pupils feel ready to take the new experiences.
- 61. Contd… 2. Law of exercise/Principle of active participation • Learning takes place through exercise and repetition. • Things that are most often repeated are best remembered.
- 62. Contd… • Law of exercise is further divided into two parts: - Law of use: Learning is strengthened with repeated trial or practice. - Law of disuse: Learning is weakened when trial or practice is discontinued.
- 63. contd… • The active involvement of learner in the learning process through question-answer, writing notes, home assignments will help him/her in achieving learning better by arousing his/her interest in learning.
- 64. Contd.. • There is a famous Chinese proverb that is; “ I hear and forget….I see and remember……I do and understand”. • For example: provide different opportunities to learners to practice or repeat the task (recall, review, drill), when there is delayed use or long disuse may cause forgetfulness.
- 65. Contd… 3. Law of effect • Learning said to have taken place properly when it results in satisfaction and the learner derives pleasure for it. • Learning is strengthened when it is accompanied by a pleasant or satisfying feeling. • Learning is weakened when it is associated with an unpleasant feelings.
- 66. Contd.. • The emotional state of learner will affect the learning. • For example: as a failure is accompanied by a discouraging emotional state, it should be avoided; reward helps in encouraging learners whereas punishments produces negative effect and causes discouragement.
- 67. Contd… 4. Law of primacy • Learning takes place in the beginning is the best and lasting. • Learning should be done correctly for the first time since, it is difficult to ‘unlearn’ or change an incorrectly learned materials. • For example: things learn in first day is most clear and strong so the tutor must learn correct things to the learner’s.
- 68. Contd.. 5. Law of recency • ‘Recent acts are lasting’; we remember those things better which are recent. • Things most recently learned are best remembered, while the things learned some time ago are remembered with more difficulty.
- 69. Contd… • Frequent review and summarization help to fix in the mind the material covered. • For example: summarization, concluison.
- 70. Contd… 6. Law of intensity • ‘If a stimulus is strong, the response will be strong, and vice-versa’. • The law of intensity states that if the stimulus (experience) is real, the more likely there is to be change in behavior (learning).
- 71. Contd… • A vivid, dramatic or exciting learning experience teaches more than a routine or boring experience. • For example: learner’s can learn rapidly from demonstration, models.
- 72. Contd.. 7. Principle of relevancy of learning • If the learner is well familiar with aims and purposes of learning, and if he finds what is being planned as the learning experience is connected or meaningful to his present goal as well as future task, it will arouse his interest and motivate him to learn. • Hence, learner understand and remember better, if they can fit their learning into their ultimate goals.
- 73. Contd… 8. Principle of sequence of learning • Learning is continuous process. • We build our knowledge by adding to what we already know. • Learner will understand better if the learning experiences are sequenced in reasonable rational order that enables to bring the required change in his cognitive structure; acquire new insight or bring change in the old one.
- 74. Contd.. • The following sequential framework is recommended for insightful learning; - Proceed from known to unknown; - Proceed from simple to complex; - Proceed from examples to principles; - Proceed from concrete experiences to abstract concepts
- 75. Contd… 9. Learning by repetition • Learning is a required change in cognitive structure and this change may occur better with repetition. • A few repeated exposure of the learner to the learning situation is more likely to bring the required changes in his cognitive structure.
- 76. Contd.. • If the learner is exposed repetitively to gain same response in a variety of stimulus situation, learning is more likely to occur. • For example: talking, writing and using audio- visual aids to illustrate the same information would help in better learning by establishing and strengthening the connection between stimuli and response.
- 77. Contd… 10.Principle of reinforcement • Learner must be told about their learning achievements by giving feedback on their performance. • A positive reward for learner’s each correct performance will bring him/her a sense of achievement and satisfaction; which will help in retaining what has been learnt and will motivate him/her for further achievement.
- 78. Contd.. • Feedback for incorrect behavior, it must not only point out the mistakes, but also provide guidance for further learning efforts to correct the performance or modify the incorrect behavior.
- 79. Contd.. • A reinforcer is the stimulus, the presentation or removal of which increases the probability of response being repeated. • There may be positive and negative reinforcer. - Positive reinforcer: are all those reinforcers the presentation of which increases likelihood of occurrence of a particular behavior.
- 80. Contd.. For example: Extrinsic: praise, symbols, grades and stars, marks, pat on the back, non-verbal gesture of acknowledgement. Intrinsic: satisfaction derived from the achievement or accomplishment of learning goals.
- 81. Contd… - Negative reinforcer: is any stimulus the removal of which reduces the likelihood of occurrence of a particular behavior. For example: giving punishment so that the unlikelihood of behavior will be exhibited.
Editor's Notes
- #59: 1