Fitting the Pieces Together: A Reflection on Learning Theories and Technology
To be honest, I remembered very little from the three psychology courses I took when working towards my undergrad degree. Although the basics were there, I did not fully understand each theory and which one(s) applied best to my learning. During the first week of this course, I identified myself as aligning the most with the social learning theory. However, my view has changed significantly on how I learn. First of all, I was able to embrace the idea that there is not one all-encompassing learning theory that reigns above the rest. Although I can relate with and utilize certain learning theories better, I am able to see the value and use of aspects from each learning theory in my life (Kerr, 2007). Additionally, I learned that various factors influence my learning, including reinforcements, the way I use personal learning experiences and organization to encode and store information, social interactions I have with people and objects around me, the diverse opinions and prompts of others, and even my own motivation and self-regulation (Walden University, LLC, n.d.a; Ormrod et al., 2009; Kim, 2010; Siemens, 2005; Conlan et al., 2003; Merriam, 2001). As the course comes to a close, I find that my view on learning is reflective of several learning theories, including cognitivism, constructivism, and adult learning.
Based on what I have learned about various learning theories and learning styles over the past weeks, I can further explain my own personal learning preferences. Although I have always loved independent work (and not working in groups), I came to realize how much I value, grow, and even prefer learning from the diverse opinions and perspectives of others, as is described in connectivism (Davis et al., 2008). Additionally, I also advertised myself as a visual learner. However, based on our conversations and materials regarding learning styles and theories, I came to understand that it is not necessarily the learning style I depend on but the idea that visualizing information is the best way for me to process, encode, and store information, as is described in cognitivism (Ormrod et al., 2009). Lastly, I learned that I prefer and even learn the most through experiential learning and apprenticeship, two key types of learning that are supported and expressed within constructivism and adult learning theory (Ormrod et al., 2009; Cercone, 2008).
As an individual who has grown up surrounded by technology and fully submersed in its uses, it is crucial to identify the role it plays in my learning. As presented in my mind map from Week 5, technology is used as a way for me to search for and analyze new information. When I have questions that arise and no personal connections can answer them, I immediately go to websites, books, and other trusted resources to sift through countless resources to answer my questions (Purdue Online, n.d.). Secondly, technology plays a part in my learning by storing and even allowing me to create content to further my learning. Whether it be creating mind maps or other resources to outline and store information, technology assists me in taking my learning to the next level (Walden University, LLC, n.d.b). Lastly, technology assists in my learning by helping to keep me up-to-date. Whether it be the best instructional practices, announcements for a class, or current events in the world, technology provides access to up-to-date resources and information that is always at my fingertips (“Role of Technology…”, n.d.).
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE
Based on what I have learned about various learning theories and learning styles over the past weeks, I can further explain my own personal learning preferences. Although I have always loved independent work (and not working in groups), I came to realize how much I value, grow, and even prefer learning from the diverse opinions and perspectives of others, as is described in connectivism (Davis et al., 2008). Additionally, I also advertised myself as a visual learner. However, based on our conversations and materials regarding learning styles and theories, I came to understand that it is not necessarily the learning style I depend on but the idea that visualizing information is the best way for me to process, encode, and store information, as is described in cognitivism (Ormrod et al., 2009). Lastly, I learned that I prefer and even learn the most through experiential learning and apprenticeship, two key types of learning that are supported and expressed within constructivism and adult learning theory (Ormrod et al., 2009; Cercone, 2008).
As an individual who has grown up surrounded by technology and fully submersed in its uses, it is crucial to identify the role it plays in my learning. As presented in my mind map from Week 5, technology is used as a way for me to search for and analyze new information. When I have questions that arise and no personal connections can answer them, I immediately go to websites, books, and other trusted resources to sift through countless resources to answer my questions (Purdue Online, n.d.). Secondly, technology plays a part in my learning by storing and even allowing me to create content to further my learning. Whether it be creating mind maps or other resources to outline and store information, technology assists me in taking my learning to the next level (Walden University, LLC, n.d.b). Lastly, technology assists in my learning by helping to keep me up-to-date. Whether it be the best instructional practices, announcements for a class, or current events in the world, technology provides access to up-to-date resources and information that is always at my fingertips (“Role of Technology…”, n.d.).
References
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE
Review (formerly AACE Journal), 16(2), 137-159.
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives
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Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging
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Merriam, S. B. (2001). Something Old, Something New: Adult Learning Theory for the Twenty-First
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Purdue Online. (n.d.). How has technology changed education? Purdue University Online. from
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Siemens, G. (2005). Connectivism- A learning theory for the digital age. International Journal of
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Walden University, LLC. (Producer). (n.d.a). Behaviorism and instructional design [Video file].
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