Application of Learning Theories PDF

APPLICATION OF LEARNING THEORIES __________ Remedios H. Fernando, EdD RN LPT St. Luke’s College of Nursing  Education Process is a systematic, sequential, logical, scientifically based planned course of action consisting of two major interdependent operations; teaching and...

APPLICATION OF LEARNING THEORIES __________ Remedios H. Fernando, EdD RN LPT St. Luke’s College of Nursing  Education Process is a systematic, sequential, logical, scientifically based planned course of action consisting of two major interdependent operations; teaching and learning  Education an interaction process of imparting knowledge through sharing, explaining , clarifying and synthesizing the substantive content of the learning process in order to arrive at a positive judgement and well developed wisdom and behavior.  Teaching (instruction) Sharing of information and experience to meet intended learner outcomes in the cognitive, affective and psychomotor domains according to an educational plan. Process of providing learning materials, activities, situations and experiences that enable the learners to acquire behavior. Could be formal or informal  Health education The act of providing information and learning experiences for the purposes of behavior change for health betterment of the client.  Patient Education(Patient Teaching) Process of assisting people to learn health related behaviors that can be incorporated to everyday life with the goal of optimal health and independence in self care. One of the basic functions of nursing and perceived as legal and moral requirement.  Staff Education Process of influencing the behavior of nurses by producing changes in their knowledge , attitude and skills to help nurses maintain and improve their competence for the delivery of care to consumer.  ASSURE Analyze the learner State the objectives Select the instructional methods and materials Use the instructional methods and materials Require learner performance Evaluate the teaching plan and revise as necessary  Comparison: Nursing Process Education Process physical/psychosocial ASSESSMENT learning needs , readiness styles Develop care plan PLANNING teaching plan carry out nursing IMPLEMENTATION perform teaching Interventions outcome EVALUATION behavioral changes SKA Concepts of Nursing Health Education Brings changes in the behavior of student so as to prepare her/him to play roles effectively as an individual and as a good responsible citizen.  3 Phases: 1. Pre-nursing  Spread information to prospective candidates regarding nursing , working conditions, career development,jobs (e.g. Booklets,pamphlets) 2. Nursing education  Educators take care to produce skilled and efficient nurses. Screen and evaluate performance. 3. Post-Nursing  Licensure, Registration  Learning relatively permanent change in mental processing , emotional, functioning, and or behavior as a result of exposure to different experiences (Bastable 2019) a change in behavior (KSA) can be observed or measured and that occurs at any time or any place as a result of exposure to environmental stimuli.  Learning theory A coherent framework of integrated constructs and principles that describe, explain or predict how people learn. (Bastable 2019)  Importance of Learning Theories Provides information and techniques to guide teaching and learning Can be employed individually or in combination Can be applied in a variety of settings as well as for personal growth and interpersonal relations  1.Behaviorist Learning Theory Focus mainly on observation Product of stimulus conditions (S) and Responses (R) Association theory – focus on relationship of stimulus (S) and response (R) Stimulation Response Theory Observe response – manipulate environment Emphasizes the role of reinforcement  Behaviorist closely observe responses to a situation and then manipulate the environment in some ways To modify people’s attitude and responses, either alter the stimulus condition in the environment, or change what happen after the response occur Useful in nursing practice particularly in delivery of health care Maybe used to break or unlearn bad habits  1.a Respondent Conditioning Classical/Reflex/Pavlovian Association Learning Ivan P. Pavlov (1849-1936) – Russian physiologist Conducted experiment on dogs  1.aRespondent Conditioning Emphasizes the importance of stimulus conditions and the associations formed in the learning process. Neutral stimulus (NS) – has no particular value or meaning to the learner Occurring conditioned/unlearned stimulus (UCS)- naturally occurring Unconditioned Response (UCR)  Highlights the importance of the environment and culture in the healthcare facility as it may affect patient , staff and visitors. Patient and visitors often formulate associations based on experience  Principles/Concepts 1.Systematic Desensitization Use by psychologist to reduce fear and anxiety(Wolpe 1982) Fear of a certain stimulus is learned / unlearned/extinguished E.g. drugs use for patient undergoing chemo 2. Stimulus Generalization The tendency of initial learning experience to be easily applied to other stimuli E.g. Hospital experiences, nurses in white uniform 3. Spontaneous Recovery Needs to be given consideration in relapse prevention program Response may appear extinguished it may recover and reappear anytime E.g smoking , alcoholism, drug addiction 4.Stimulus Discrimination / discrimination learning Easily recognize specific stimulus E.g. Sounds 5. Extinction Knowledge disappear if not being used  1.b.Operant Conditioning By.B.F. Skinner (1989) Focuses on the behavior of the organism that occurs after the response A reinforcer is a stimulus or event applied after a response Experiment on Skinner box  1.b.Operant Conditioning Principles: To increase response: 1. Positive Reinforcement – reward conditioning 2. Negative Reinforcement – removal of aversive stimulus Types of Negative Reinforcement a. Escape Conditioning – individual responds in some way that causes the uncomfortable stimulation to cease. e.g. joking b. Avoidance Conditioning – unpleasant stimulus is anticipated rather than being applied directly e.g fear of test – will say sick To decrease/extinguish response: 1. Non reinforcement  an organism’s conditioned response is not followed by any kind of reinforcement  Showing no reaction (“deadma”) 2. Punishment Punish the behavior not the person Punishment must be consistent,reasonable and not prolonged Purpose: instil discipline  1.C Thorndike Major Laws: 1. Law of Effect  strengthens the connection between the stimulus and the behavior, whereas annoying state weakens the condition.  Thus a person repeat what has previously seen satisfying and to avoid what has been dissatisfying e.g. Teaching should be pleasant, gratifying to children 2.Law of Exercise Repetition increases the probability of a correct response Practice makes perfect e.g. drill  3. Law of Readiness When a person is really prepared to respond or act giving the response is satisfying E.g. teacher must either wait for readiness or accept the level of readiness  1.D John B. Watson John B. Watson (1878-1958) Graduated from psychology at the University of Chicago Trained on the skills of animal experiments Experiment about Baby Albert  1.D John B. Watson “mind could not be seen, it could be measured” Surroundings are very important in determining the personalities Behavior is shaped/learned rather than inherited Behavior can be controlled rewarded for good behavior, punished for bad deeds Child is a blank slate upon which anything could be written – can be molded Introspection ; Nature vs. Nurture Influenced by Pavlov  Conclusion: Behavioral Learning Theory All behavior is learned; it can be shaped and rewarded to achieve appropriate and desired ends. Role of Faculty –Dominate the highly structured learning environment and perform as authority, dispensing knowledge and wisdom while exercising control of learning experiences. Faculty should set a positive learning climate by responding to student success with a previously determined positive reinforcers to shape a behavior.  2.Cognitive LT Perception, thought, memory and ways of processing and structuring information highly active process directed by the person perceive the information, interpret it based on what is already known and then reorganize the information into new sights or understanding. Reward not necessary, important learner’s goal and expectation  Educators must recognize the variety of past experiences , perceptions, ways of incorporating informations. consider the diverse aspirations , expectations and social influences that affect any learning situations Metacognition- understanding way of learning To promote transfer of learning the learner must mediate or act on the information in some way.  2.Cognitive LT a. Gestalt perspective  configuration or patterned organization  “The whole is greater than the sum of its parts”  Each person perceives, interpret and responds to any situation in his or her own way.  Important: what goes inside learner  Perception is important in learner (w.kohler) Laws: 1. Law of Continuity 2. Law of Closure 3. Law of Proximity 4. Law of Similarity 5. Law of Pragnanz  Basic Principle 1. Simplicity,Equilibrium and Regularity  patients listening to a complex, detailed explanation about their disease, when what they desire most is a simple, clear explanation. 2. Perception is selective  Only those that are interesting are remembered E.g. patient in pain worried about bill  Consider the factors: past experiences, needs, personal motives, attitudes, reference, groups, situations. Individual vary widely: each person perceives, interprets and responds to same event in different ways. b. Information processing theory The way individual perceive, process, store and retrieve information from experiences determines how learning occurs and what is learned. Helpful in assessing problems acquiring , remembering, recalling  Figure (bastable 2019) External Internal Stage 1 Stage2 Stage 3 Stage 4 Attention Processing Memory Storage Action Orienting Sensory enconding Short- Storage Long- Response stimuli memory term strategy term memory memory Physical and emotional (Fleeting (Brief: (Enduring: properties Less than Less than But arouse interest 1 second) retrieval 30 seconds) Problems)  Consider style of thinking; preferences for using abilities in certain ways.. Get in touch with the learner’s way of processing information and thinking Break material into chunks of info or use mnemonic devices  Some Strategies 1. Learner will indicate how they believe they learn (metacognition) 2. Ask them to describe what they are thinking as they are learning 3. Evaluates learner’s mistakes 4. Give close attention to their inability to remember or demonstrate information.  Robert Gagne’s Learning theory Behaviorist – focus on outcome of the behavior Problem based learning /conditions learning Uses information processing model Problem – find out what they need to know in order to solve it. e.g. Student – given the basic data about a pt - NCP  3 Stages of Learning Concrete Observable Concept 1.Discrimination e.g. Capsule vs tablet 2. Generalization e.g. Capsule vs tablet – sizes,shapes, colors. 3. Variation in irrelevant dimensions  9 Instructional Events (Gagne) 1. Gain the learner’s attention (Reception) - interesting story - unusual picture - inject personal or emotional elements 2. Inform the learner of the objectives and expectations. - generate objectives from learners  9 Instructional Events (Gagne) 3. Stimulate recall of prior learning (retrieval) - review of concepts - pre-test 4. Present information (selective perception) - Explain - Use examples, analogies , association - focus  9 Instructional Events (Gagne) 5. Provide learning guidance (semantic encoding) - use of mnemonic - generate concept maps 6. Elicit performance (responding) - provide time for recall and recognition of what had been taught 7. Provides feedback (reinforcement) 8. Assess the learner’s performance (retrieval) -ensure learning needs have been achieved 9. Enhance retention and transfer through application and varied practice (generalization) - restate main attributes - provide further examples - show relevance  Other Cognitive theorists 1. Jean Piaget  Cognitive developmental Theory Observed children’s perception and thought processes at different stages  Assimilation, accommodation and construction are the basic operating process in learning  Cognitive theorist Jean Piaget: Stages: a. Sensori-motor b. pre-operational c. Concrete operations d. Formal operations  Cognitive theorist 2. Lev Vygotsky emphasized significance of language, social interaction and adult guidance adult interpret, respond and give meaning to children’s action children may learn more effectively by discovering and putting things together on their own.  Zone of Proximal Development (ZPD) “scaffolding” More knowledgeable other (MKO)  Social constructivism and Social cognition from gestalt and developmental Psycho Influenced by J.Dewey,J.Piaget and L Vygotsky Individuals formulate own version of reality. Learning and human development are influenced by social and cultural context Every person has his/her own interpretation of the situation 1. Principle 1 Ethnicity, social class,gender,family life and the learning situation it self all influence individual’sperception,thought,emotions, interpretations and responses to information and experiences 2. Principle 2 Effective learning occurs through social interactions, collaboration and negotiations  Cooperative learning and self help examples of Social Constructivism  Attribution theory Focuses on the cause and effect and explanations that individuals formulate to account for their own and other’s behavior Consider cultural values and beliefs E.g. patients has different views to illness  Cognitive-emotional perspective Cognitive theory criticized for neglecting emotions Empathy and moral emotions Memory storage and retrieval Emotional intelligence (EI) Self regulation  Ausubel Assimilation theory of Meaningful Learning David P. Ausubel Educational Psychologist Presentational method teaching Prior knowledge is the most significant  Four Quadrants 1. Meaningful Reception Learning 2. Rote Reception Learning 3. Meaningful Discovery Learning 4. Rote discovery Learning  Ausubel (Assimilation Theory) Learner may incorporate received information by either a meaningful or rote approach and that information can be learned by: reception or discovery Rote reception method – learning acquired by memorization Meaningful reception method- learning is a result from information that is logically organized and presented – classroom Meaningful Discovery – allow learner to discover for themselves. Assimilation Theory - Most meaningful cognitive learning occurs as a result of interaction between new information that the individual acquire and the specifically relevant cognitive structures that he or she already possesses. Cognitive student’s previous knowledge – important to the learning of new materials and forms the basis of the notion transfer learning. developmental readiness student has reached intellectual abilities, practice and arrangement of instruction Meaningful learning can be attained if: 1. The learner has a mental set to learn in a meaningful way. 2. The task has a logical meaning. 3. Specific and relevant concepts in the learner’s cognitive structures can interact with the new material. Use of different Aids to Facilitate Student’s Learning Processes 1. Prompt students of what they already know by questioning, giving and asking, recalling. 2. Use advance organizers –process oriented introductory presentations that emphasize the context for the content. - ideas are similar to the material to be learned but stated in higher level - previous knowledge – what is to be known.  Conclusion: Learning primarily influence by meaningful acquisition and retention of ideas and information by modifying the existing cognitive structure. Role of Faculty – emphasizes on designing active, constructive and goal directed learning environment appropriate for the students’ cognitive abilities Reflective thinking  Social Learning theory Albert Bandura: consider of the personal characteristics of the learner, behavior pattern and the environment (2001) Undergone a lot of paradigm shift Imitation of role models & Cognitive considerations Human mind is not just reactive,it is generative, creative and reflective  Social Learning Theory Observational learning Use Role models Attributes of the self and internal processing of learner Human agency – identify what the learners perceive, how they interpret and respond to social situations. Principles: 1. Role modeling 2. Vicarious Reinforcement – perceived as reward or punishment  Component a. Attention phase b. Retention Phase – storage and retrieval c. Reproduction Phase –learner copies the observed behavior d. Motivation Phase – whether the learner is motivated to perform a certain type of behavior  Psychodynamic Learning Theory Sigmund Freud A theory of motivation and stresses emotional rather than cognition responses Importance of conscious and unconscious forces Negative emotions are important to recognize Defense mechanisms  Humanistic LT Each individual is unique and that all individual have desire to grow in a positive way Motivation is derived from each person’s needs, subjective feelings about self and desire to grow E.g Maslow’s – Abraham H. Maslow (1908-1970)  a. Maslow’s Hierarchy of Needs Abraham Maslow (1954,1987) Hierarchy of Needs Prioritization based on the pyramid  Bruner Discovery Learning Jerome Bruner (1960) 3 Processes 1. The acquisition of new information  Builds on something that is already known! 2. Transformation of new information  New information is analysed and processed so that it can be used in new situation 3. Evaluation  All processing of information accentuated to check if they are correct.  Should be useful to us in the future –process of transfer Learning as process of categorization of objects Coding system of information – general categorization Discovery learning  Mastery Learning Based on behavioral objectives. Devised by Benjamin Bloom (1968) All tasks can be learned provided they are given sufficient time. Variables: - complexity of tasks - students aptitude and experience - ability to understand the material - their perseverance - the quality of instruction  Sequence for mastery learning 1.The subject/topic is divided into a number of units, each of one or two weeks duration. 2. Learning objectives are prescribed for each of the unit. 3. The subject matter of the unit is taught 4. Formative test administered at the end of the unit and are used to identify the successful and unsuccessful students. 5. Students do not achieve in the mastery test remedial teaching is given. 6.When a student has completed all the units , a summative test is given to test mastery of the course.  Carl R. Rogers: Humanistic Psyche Teacher as facilitator, provider for learning, someone who shares feelings as well as knowledge with the students. Learning as continuum Experiential learning  Self direction, empowerment autonomy The ability of adult students to plan and manage their own learning A personal characteristics of adult learners associated with personal autonomy A way of organizing teaching that allows greater students control over the learning process  Qualities of Facilitator Genuineness – a real person; show normal reactions to students Trust and Acceptance Emphatic Understanding –put self in student’s shoes  Pedagogy and Andragogy (Malcolm S. Knowles) Assumption Pedagogy Andragogy Learner’s Need to know Students may learn Adult need to know why what they are taught in they must learn order to pass their tests something Self concept Dependency decisions Self direction adults take about learning are responsibility for their controlled by teacher own learning Role of Learner’s Teacher experience Adults have greater and Experience important. Learner’s much more varied experience is seen as experience which serves little use as a learning as a rich resource for resource learning  Pedagogy and Andragogy Assumption Pedagogy Andragogy Learner’s Readiness to Dependent upon what Relates to the things he learn the teacher wants the or she needs to know learner to learn and do in real life Student’s Orientation to Learner’s equate with Adults have a life teaching the subject matter centered orientation to content of the learning involving curriculum problem solving and task centered approaches Student’s Motivation From external source Internal e.g. Teacher approval e.g. Self esteem, quality Grades,parental of life, job satisfaction pressure  Knowles Process Model 1. Establishing a climate conducive for learning-seating, decor,ventilation 2. Creating a mechanism for mutual planning- involvement 3. Diagnosing a pattern of learning 4. Formulating programme objectives  Knowles Process Model 5. Designing a pattern of learning experiences 6. Operating the programme 7. Evaluating the programme  Role of educator –facilitator Listening rather than talking Emotion is important  Neuropsychology Learning Scientific study of psychological behavior based on neurological behavior based on neurological assessments of the brain and CNS Thank You!