Transcript LEARNING THEORIES

LEARNING THEORIES
Behaviorist theories

Behavior was defined as a muscle movement
a result of a series of condition reflexes, and all
emotion and thought is a result of behavior
learned through conditioning (subject can learn
by conditioning). People or animals could learn
to respond in a particular way if certain
conditions exist . appropriate responses could
be developed through " trail and error learning"
or " stimulus and response"
CONTINUE……
-Stimulus and response bonds are strengthened
by reinforcement like reward and punishment.
- Behaviorism is concerned with the
observable actions (behaviors) of people
in the learning process. You can only
know if your student has learned if they
can demonstrate new knowledge or
skills.
Humanistic theory
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it take a person-centered view of nursing
by using manipulation to bring about
learning.
Humanists believe that it is the student
who should determined what is to be
learned, and that learning should relate
to their own experiences.
 ALSO
Humanists believe that teacher as a
facilitator of learning not as a foundation of
all knowledge to their students.
 (A person
can learn a great deal if they
reflect on their experiences)e.g. if a person
wishes to be a nurse they put themselves
into a position which will enable them to
achieve that aim i.e. they enroll on a
nursing courses.

Social learning theory: if people want to
be accepted into a group they have to
learn its norms and values, and adopt
them as their own.
 There
are several key components of this
theory
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people learn as they are in constant
interaction with their environment (modeling
behavior)
Attention process determined which behaviors
will be learned (selection)
Retention process refer to the ability to retain
modeled behaviors in permanent memory.

Cognitive learning theories: cognitive
science is the study of how our brains
work in the process of perceiving,
thinking, remembering and learning
(information processing) . the focus is on
mental process that are responsible for
behavior and its meaning
Common concepts of cognitive
theories
 learning: Acquisition
of knowledge and
skills that changes a person behavior. E.g.
novices become more experts)
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Meta cognition: Evolved from the study of
information processing and is sometimes
defined as thinking about ones thinking. It is a
process learner use to gauge their thinking
while reading, studying, trying to learn, or
problem solving. Some people are intelligent
novices. They know what they know and what
they don’t know, and they plan to get the
information and understanding they need.

memory: there is a consolidation function
in the memory process (stationed in
memory).
 Transfer:
it is the ability to take information
learned in one situation and apply it to
another in nursing we teach principles of
infection so the students can apply then
and adapt then to all clinical situation
 Successful
transfer depends on several
factors
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the extents to which material was originally
learned.
The ability to retrieve information from
memory
The way in which the material was taught and
learned.
The similarity of the new situation to the
original
A model of
adult
learning
 Andragogy:
 Pedagogy:
Teaching of adults
Teaching of children
Andragogy
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Need to know why they need to learn something.
feel responsible for their own learning.
Adults learn from each others experience.
Ready to learn when they feel the need to know.
life-centered or task-centered orientation
primarily internally motivated, with some external
motivation.
 We
can state that the teacher who takes
an adult learning model into consideration
when teaching will be less of a
disseminator of information and director of
the learning process and more of a
facilitator. The wards (guide, coach,
mentor, role model, challenger, and
motivator) are used in model of adult
learning.
 Learning
proposition that are application to
nursing education
1.
Behavior which are rewarded
(reinforced) are likely to occur
2.
Sheer repetition without indications of
improvement or any kind of
reinforcement is a poor way to attempt to
learn.
3. threat and punishment have variable and
uncertain effects upon learning . they
may make the punishment response
more likely or less likely to recur; they
may set up avoidance tendencies which
prevent further learning.
4. Reward (reinforcement) to be effective
must follow almost immediately after the
desire behavior.
5. Learners progress in any area of learning
only as far as they need to in order to
achieve their purposes.
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Forgetting proceeds rapidly at first- then
more and more slowly; recall shortly after
learning reduces the amount forgotten.
Learning from reading is facilitated more
by time spent recalling what has been
read than by rereading.
8.what is learned is most likely to be
available for use if it is learned in a
situation much like that in which it is to
be used and immediately preceding the
time when it is needed.
9. Remember new information if it is
confirms their previous attitudes
10. Adults need to know why they need to
learn something before undertaking to
learn it.