Learning

Learning
 It is the process by which an individual, through
his own efforts and abilities, changes his
behaviour
 Any change of behaviour which takes place as a
result of experience may be called learning
 It is a process by which a relative permanent
Change or modification in Behaviour occurs as a
result of Practice or Experience

• Learning is active process as the part of the
learner
• Extension workers prime role is to create the
“Learning Situations”

ELEMENTS OF LEARNING SITUATION

SUBJECT
MATTER

TEACHER

LEARNER

PHYSICAL
FACILITIES

TEACHNING
AIDS

Teacher/insTrucTor
 Teaching objectives are clearly significant to the learner and are
attainable through the educational process with in the mental
physical limitations of the learners
 Thorough knowledge of the subject matter
 Enthusiastic and interested in subject matter
 Democratic instructional procedures
 Well prepared, prompt in teaching-learning session
 Minimize the distraction within & out side learning session
 Skillful in using the teaching materials & equipment
 Prepare & use teaching plan

Learner
•
•
•
•

Need for information
Interested
Capable of learning
Must use information gained

subjecT maTTer
•
•
•
•
•

Pertinent to learner’s need
Applicable to real life situations
Well organized and logically presented
Presented clearly
Challenging, satisfying and significant to the
learners
• Fit into overall objectives

Teaching aid
• Meet the needs effectively
• Readily available
• Each item must be used skillfully

PhysicaL faciLiTies
•
•
•
•

Free from outside distraction
Well lighted & ventilated
Adequate space for group
Well arranged comfortable furniture

• The learner (farmer, farm women and youths) are
the focal points in learning process
• The extension worker should skillfully manipulate
the elements of the learning situations and provides
satisfactory learning experiences
• Aim – change in behaviour of the learner
• All teaching activity is carried out according to
needs & resources of the local community

Learning experiences
• Is the core of educational process
• It is mental/physical reaction of a learner to
seeing, hearing or doing the things learned
• There is a constant reaction by learners with
each of the other elements of learning
• The great task of extension worker is to
minimize the almost infinite number of
possible distractions to the mental process
• Learning experience ► Manner and Mental
concentration on subject matter

principLe of Learning in farming
situation
• The subject matter decided by learner and
must be discovered by them only
• Learning is a consequence of experience.
• Cooperative approaches are enabling farmers
in farming situations
• Learning is an evolutionary process & is
characterized by free and open communication,
engagement, acceptance, respect and the right
to make mistakes
• Each persons experience of reality is unique

principLe of aduLt Learning
•
•
•
•
•
•
•
•
•
•
•

Learning is personal (active process)
Involvement (themselves)
Readiness
Association
Conditioned principle (physical & psychological climate)
Comfort assist learning
Adopt teaching (as per the needs)
Distribution (short lesson)
Capacity (rate of learning)
Arousing interest
Enough practice & Encouragement

effect of senses on Learning
•
•
•
•
•

Taste
Touch
Smell
Hearing
Sight

1%
1.5%
3.5%
11%
83%

Learners abiLity to retain
•
•
•
•
•
•

Read
10%
Hear
20%
See
30%
See & Hear
50%
What they say as they talk 70%
Practically doing 90%

types of Learning
• Conditioned Response Learning
An organism reacts to a new experience on the
basis of identical past experience further the
learning is based on and referred to past-learnt
experience.
• Verbal Learning
Ability to manipulate symbols, as in language,
makes it possible for us to learn things
• Motor Learning (Skill learning)
Individual learns muscular coordination as a
mode response to some situation

• Perceptual learning
As a result of past experience people perceive
the situation differently. One-way changing a
persons habit of responding is to change the
way in which the individual perceives the
environment
• Attitude Learning
An attitude is an emotionalized system of
ideas, which predisposes an individual to act in
certain way under certain conditions. Our past
experiences will results in giving favorable or
unfavorable response to objects, persons,
situations or ideas

Laws of Learning: Thorndike’s
Laws
• The law of readiness
• The law of exercise
• The law of effect
• The law of belongingness

The Law of readiness
• The learners will become ready when they
feel that learning the new behaviour will
satisfy their motives. Therefore, the teacher
has first to study the felt needs of the learners
and help them to focus their attention on the
problems which block the satisfaction of
those needs. In this way learner will become
ready for learning

The Law of exercise
• Continued practice is considered necessary
for retention of what is learnt. The teacher
must help the learners to practice and review
the desirable behaviour as many times it
tends to become habitual
• i.e Learning is a self activity
• Practice make man/women perfect

The Laws of effecT
• People learn more rapidly and permanently
when the learning experience is pleasant or
enjoyable. As a teacher, one has to see that
the effect of learning experience is desirable
to the students.

The Law of beLongingness
• It indicates that the teacher should help the
learner to perceive the relationships.
• The relationship between the elements may
be cause & effect relationships, known &
unknown relationship, old & new relationship,
scientific & general relationship etc.
• Whenever a new behaviour is to be thought
to the learners it must be related to the
situation of the learners or with the
background of the learners

Theories of Learning
• Behavioural Theory
– Classical conditioning theory
– Trial and error theory
– Operant or Instrumental conditioning theory

• Cognitive Theory
• Humanistic Theory

cLassicaL condiTioning Theory
• Ivan Pavlov
• Is a form of association learning where a
connection between a stimulus and response
is established.
• It involves substitution and association of one
stimulus for another
• Classical reward theory
• Classical aversive theory

Trail and error Theory
• E. L. Thorndike
• During process of learning wrong movements
are dropped out and right movements are
strengthened (Cat experiment)

operanT or insTrumenTal
condiTioning Theory
• B.F.Skinner
• It is an active process in which learner
responds to stimuli according to the way in
which response affects stimuli.
• The respondents behaviour is an unlearnt
reaction to a specified stimulus
• Instrumental reward conditioning theory
• Instrumental aversive conditioning theory

cogniTive Theory
• The emphasis is on information storage and
processing without explicit building up of
stimulus-response association or manipulation
of reinforces
• Cognitive development theory
• Assimilation theory
• Discovery learning theory
• Hierarchical moral learning theory
• Gestalt theory

humanisTic Theory
It includes
•Hierarchy of needs
•Transactional analysis
•Andragogy
•Pedagogical aspect of human life

Learning

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