Emotions and Learning Theory Review

COMMENTED ON TIKILA WELCH AND SUSAN WARD

Emotions and Learning:  Theory Review

Lianne Lockhart

EDAC 635 Fall

Professor Bo Chang

September 16, 2016

Emotions and Learning: Theory Review

Have you ever thought that maybe you just were not getting the hang of something?  Or that the teacher could possibly teach it in another form that was easier for you to learn?  This is not an uncommon occurrence among adult learners.  Many studies have been conducted that show that adults learn through different learning theories.  What exactly is a learning theory?  A learning theory is a conceptual framework that describes how one absorbs, processes, and retains information during the learning process (Tennant 79).  The following are the theories that relate to adult learning theory:  learning process, learning styles, brain and mind, emotions, body/physical conditions, relationship with others, and the spirit and environment.  Of these theories, I find emotions to be important to the learning process.  The theory of emotions will be discussed more in-depth related to how and why practitioners should use them along with examples of how to apply them in practice.  Let us begin with the different theories of emotions.

Emotions:

Do emotions really affect how one may learn?  Yes, they do.  There have been studies done to illustrate that not only do they affect if an adult learner is actually able to absorb what they are being taught but if it stays in their head as well.  Emotions according to Mackeracher are feelings used to describe an arousal state that exceed peak levels with a positive or negative meaning (124).  Emotions determine whether a learner is ready and willing to learn or if they will be closed off to learning.  An article written in the journal Medical Education, noted that emotions decide what a student wants to learn, dares to learn, wants to forget, and does not want to forget (Schuwirth 15).   All of these are connected to the environment.   If an adult learner is engaged and excited, they want and dare to learn the subject and will not forget it, but if on the other hand, the environment is cold, selfish, and non-inviting the learner is going to want to forget.  Adults must have the feeling of safety when going into a learning environment that will allow them to channel their intentions into transformative development (Mackeracher 127).  I definitely feel that this is an important aspect of emotions and learning.  It is very hard for anyone, adult or child, to learn when the environment is not positive.  Dealing with negative emotions during learning causes the learner to have anxiety, pay less attention, boredom, and thinking about other things just to name a few of the effects.  Practitioners should create a learning environment that is physically and psychologically comfortable (Elnicki).   Emotions in the learning environment should be positive that result in excitement, curiosity, wonder, stimulation, trust and enthusiasm. 

Examples of how to use these theoretical points in practice:

Creating a positive emotion learning environment is something that needs to be done before the lesson is taught.  There are many ways in which a practitioner can accomplish this.  One thing a practitioner can do is to prepare the students ahead of time by providing the adult learners with the material prior to class.  By doing so, this allows them the opportunity to go over the material and be prepared for the lesson that will be taught since they know what it is they will be learning.  Another option to lessen negative emotion and increase positive emotion, is for the practitioner to engage in small activities at the beginning of the class.   This allows the adult learners to openly communicate without being criticized or judged, as well as creating an environment that is built on trust, empathy, honesty, and respect.  The practitioner can also avoid giving out too much information and creating learning activities that are productive and relevant to the learner’s needs at the beginning of class as well (Mackeracher 129).  Anytime a learner can be in an environment where they feel safe and are not afraid to express themselves, this opens them up to learning without all of the negative emotion that can come when a learner feels the complete opposite.  This statement is in line with Mackeracher when she states that practitioners should reduce initial anxiety and this is accomplished with the learner feels satisfied, experiences success in learning, and the situation is perceived as being nonviolent (130).  All of the above ideas have the same theme:  creating a positive learning environment to increase positive emotion. 

Summary:      

Emotions play a major role in how one learns.  The reasons for creating a positive learning environment, as well as the ways the practitioner can accomplish this are discussed above.  Positive emotions are needed for one to learn and the practitioner has the responsibility to create that environment when one walks in to learn.  The above theoretical ideas of how to create a positive learning environment are definitely necessary for adult learners to learn.  Creating a learning space that is non-judgmental, open, honest, and lacks a major learning lesson at the beginning of the session is how a positive environment is created.  It is for the practitioner to build trust with the adult learners to foster a positive learning relationship.

Reflection

            At first when I began writing this paper, I thought I was on the right track when it came to emotion and adult learning.  After re-reading the requirements a few more times, I realized that I was a bit off-track and needed to get centered.  I was going to write about how stress, emotions, and anxiety can affect an adult’s learning, but realized that those are all emotions and that they can all be written about together.  I found it interesting the techniques to reduce the negative emotion in a learning environment.  From having group comradery at the beginning of the lesson to having a role model, are all ways to help the adult learner learn.  The majority of the information I got came from the book and the Ball State OneSearch database.  This was the first time I have used the database since I have been going here for 2 years. It was very helpful and I will definitely be using it for the remainder of the semester.  I completed the assignment by reading Chapter 6 in Mackeracher, as well as using the database and the Internet for journal articles in regards to emotions and learning.  Overall, the paper flowed once I got on the right track. 

Table 1. Summary of the theoretical ideas

The Main Theoretical Idea	Summary of how to apply the main theoretical ideas in practice
Create a positive learning environment by reducing negative emotions	·            Done by given adult learners material prior to learning session so they are prepared ·            Practitioner engages in small activities at beginning of learning session to facilitate communication and openness; should be productive and important to learner’s needs ·            Practitioner should not give out a lot of information at beginning of learning session

References

Elnicki, D. Michael. "Learning With Emotion: Which Emotions and Learning What?" Academic Medicine 85.7 (2010): 1111. Ball State OneSearch. Web. 15 Sept. 2016.

Lawson, Karen. The Trainer's Handbook, Updated Edition. N.p.: John Wiley & Sons, 2009. Print.

MacKeracher, Dorothy. Making Sense of Adult Learning. 2nd ed. Toronto: U of Toronto, 2004. Print.

Schuwirth, Lambert. "‘Emotions in Learning’ Is More than Merely ‘Learning of Emotions’." Medical Education 47.1 (2012): 14-15. Ball State OneSearch. Web. 15 Sept. 2016.

Tennant, Mark. Psychology and Adult Learning. 3rd ed. New York, NY: Routledge, 2006. Print.