Theoritical ideas - Learning Styles

Tikila Welch                                     I commented on Lianne Lockhart and Megan Diblo Blog entries.

Learning Styles

As humans we are all capable of learning but the question is do we all learn the say way?  According to numerous studies the answer to this question is simply no.  People learn differently; by feeling, by

watching,  by thinking, and others by doing (McCarthy, 1990).  This simple statement is very profound to me,  considering the simple theory leads me to explore how one’s learning style is developed.  For purposes of this assignment I will discuss a few key factors related to learning styles. 

Learning Style-

According to Mackeracher (2008), learning styles are determined by the way a person responds to learning tasks or learning environment typical in one or more of the following forms, cognitive, affective, social or physiology.  Learning style simply refers to the way in which a person prefers to learn new information.  Learning styles are not necessary an unchangeable way of learning, they are often link to personal, cultural and contextual influences.  One’s learning style may change as they grow, develop and experience life situations.   Over the years there have been several models of learning styles developed by various authors based off of their perceptions what is important   typically they are broken down into groups with preferred learning strategies assigned to each group.  In the text Making since of Adult Learning, Mackeracher describes Kholb’s model as one in which various authors have referenced and summarized.  The Four types of learners from Kholb’s model are outlined for reference:

Divergent learners- these are the collaborators

Assimilative learners- these are the intrapersonal learners

Convergent – these are the hands on learners

Accommodative learners- these are the critical thinkers

Theory Review

By

Christopher Jones

B. Chang.

Ball State University

EDAC 635

9/17/2016

The “father” of adult learning theory was Malcolm Knowles (1913-1997). He called his theory andragogy (the design and delivery of instruction for adults), to distinguish it from pedagogy (the design and delivery of instruction for children and adolescents).

There are six assumptions that underlie the andragogic model of learning:

·         Adults need to understand the value of learning something. Learning must be relevant to their lives in some way.

·         Adult learners are self-directed and want to be perceived as such. They resist efforts of others to impose learning upon them.

·         In contrast to children, adults bring their own life experiences to learning.

·         Adults also bring a “readiness to learn” to the learning experience. Learning takes place for adults at developmentally appropriate times (for example, when they receive a promotion).

·         Adults are motivated to learn those things that will help them in their lives. Instruction for adults is best presented as offering improvement to their personal or professional lives.

·         Adult learners are extrinsically motivated and goal-oriented. They learn for the purpose of improving job skills, getting a raise, increasing self-esteem, and so forth.

The adult learner brings unique challenges to the learning environment. With work responsibilities, family commitments, and community activities, adult learners typically have little time to pursue formal learning. Learning opportunities for adults exist in a variety of settings ranging from a formal institution to a place of employment. It is important to acknowledge prior knowledge and experiences of learners, including their ability to recognize their own skills as lifelong learners. (Merriam, 1999).

Theory Review

Environment and Context in Learning: Making Education Accessible for Adults with Hearing Loss

Left comments for Tikila W. And Chris J.

Lisa Melby – EDAC 635

Introduction

Upon reviewing the class’s text’s, Making Sense of Adult Learning (Mackeracher, 2004), theories, it was a difficult task to hone in on only a few stand outs that I deemed as important to facilitators.  Besides the obvious strategies discussed in chapter eleven which focused solely on facilitators, I decided to take somewhat of a different route.  The theory of Environment and Context in Learning will not be thoroughly discussed in this paper; however, a sub-topic of this theory will.  For the sake of providing my class with some new (perhaps) and relevant information related to this theory, I chose to focus on what a facilitator needs to know when working with deaf and hard of hearing adults – more specifically, tendencies, classroom etiquette (for the facilitator), and helpful resources. 

Tendencies

First and foremost, I would like to clear up a few misconceptions from the aforementioned text before I continue with my paper: 

·      The term “hearing-impaired” is no longer accepted by adults who are culturally deaf. They prefer to be called deaf or hard of hearing (DHH).  They are not impaired.  Deaf (and HH) people can do anything that hearing people can do, except hear (Jordan, n.d.)

·      When a facilitator or hearing student interacts with a deaf student, most likely the interaction will not be taxing.

·      Adults can learn despite a hearing loss; their hearing does not need to be “in the best condition possible” in order to be successful in learning (Mackeracher, 2015).  This statement borders on discriminatory.

It is estimated that there are upwards of 414,000 deaf and hard of hearing college students in the United States (Watson, Schroedel, Kolvitz, DeCaro, & Kavin, 2007).  A significant amount of DHH undergraduates attend one of two colleges in the U.S. – National Technical Institute for the Deaf in Rochester, NY or Gallaudet University in Washington D.C.  These two institutions pride themselves on providing programs geared specifically to the learning styles and communication needs of deaf and hard of hearing students.  But what about the other institutions for higher learning across America that house DHH students?  How do they provide access to their DHH students?  How familiar is the faculty with issues of hearing loss and how the issues affect DHH students? 

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.