Course reflection

Learning Theories and Instruction Reflection                                     Kaatri Percival

Before this class on learning theories and Instruction, I was abysmally ignorant about social learning and constructivist learning theories.  I also was out of touch with the universal significance and need of the social touch when designing and implementing instruction.

Even with nonsocial learning I realize that it is important to make learning materials significant and applicable to real world situations and that learners experience stronger motivation when they can view their learning in terms of fixing social/world problems as well as when these problems arouse emotion in them. Choosing the right learning theory to apply depends on where the needed knowledge falls on the learning continuum. (Ertmer and Newby, 1993)

A repeated recommendation in the course materials was the need to let students elaborate on the material they are working with to foster the best learning Ormrod, 2011). Giving student’s autonomy and self-determination are also key factors in increasing learning. This can be done through providing many materials which students select from to investigate and present back to the peers in an individualized fashion.  One of the ways to increase the “social touch” is to allow peers to participate in discussion about the information presented, having the instructor provide guidance and feedback, working to move the student to the next level of comprehension.  This is essential. (Ormrod, Schunk, and Gredler, 2009), (Keller, 2003)

This fits into the ARCS model of motivation.  Students can find their motivation increased by the instructor adding precise information on expectations and grading procedures to increase student confidence. Personal messaging to students is shone to increase student motivation with kind words, encouragement and resource helps that assist students to complete the course. (Keller, 2003)

An interesting finding in our reading about learning styles showed that students were not as tied to learning styles as once believed.  Students when failing to master material employing one learning style moved freely between others in an attempt to learn the required material. They did not seem tied to a particular style. (Gilbert and Swainer, 2008)

In one of John Keller’s books , Motivational Design for Learning and Performance: The ARCS Model Approach along with a useful table which meshes the instructional design model the ARCS motivational process, this book also includes helpful templates, worksheets, and tactics to increase the effectiveness of instruction.  Resources such as these will be helpful to me as I design instruction.                 

  

                 

References

Ertmer, P.A. & Newby, T.J. (1993) Behaviorism, Cognitivism, Constructivism:

Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), by P. A. Ertmer & T. J. Newby. Copyright 1993 by John Wiley & Sons, Inc. Journals.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate?

Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Keller, J. M. (1999). Using the ARCS motivational process in

computer-based instruction and distance education. New Directions for Teaching and Learning (78)

Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS

Model approach. Springer: New York.

Ormrod, Jean R, (2011). “Learning Styles and Strategies”, Walden

 University.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and

 instruction (Laureate custom edition). New York: Pearson.