LU4 LEARNING THEORIES

KMS6033 DESIGN OF TRAINING PROGRAM

 Explain the
concept of
1 adult

LEARNING
learning

OUTCOMES
At the end of this
session, you will be Compare
able to: 2
andragogy
and
pedagogy
What is adult
learning?
 ADULT LEARNING
A process whereby
persons whose major
social roles are
characteristics of adult
status undertake
systematic and sustained
learning activities for the
purpose of bringing about
changes in knowledge,
attitudes, values or skills.

(Darkenwald & Meriam, 1982)

ADULT LEARNING
▪ The process which individuals go through
as they attempt to change or enrich their
knowledge, skills and attitudes (KSA), and
to the resulting KSA possessed by that
individual.
▪ Learning is a relatively permanent change
in behaviors as the result of experiences
and activities involved in the process of
learning.
 COMPARISON BETWEEN
CHILD LEARNING
&
ADULT LEARNING

CHILD LEARNING ADULT LEARNING

Transforming process of:
Forming process of: ➢Modifying
➢Acquiring ➢Relearning ~
process of acquiring knowledge or skills that have been previo
➢Accumulating usly learned but may have faded from memory or become outdated

➢Discovering ➢Up-dating
➢Integrating KSA from experiences ➢Replacing/Learning
➢Unlearning & relearning KSA through experi
ence.
~ Unlearning is a process of intentionally letting go of or previously acquired knowl
edge, beliefs, habits, or skills.
 Self directed

Possess previous knowledge and

experiences
ASSUMPTION OF
ADULT LEARNING Ready to learn tasks relevant to their roles

Motivated to learn to solve problems

and apply what they have learned
Training as part of
integrated career Older workers can and do develop
development.
Attention need to be given to motivation,
structure, familiarity, organization and time

Conducive learning climate and transfer of skills

 ANDRAGOGY VS PEDAGOGY

Andragogy is the
art and science
Pedagogy is the art
of helping adult
and science of
learn
helping children
learn

This dichotomy is appropriate if we assume that adults and children are different, they
learn in different ways and need to be helped in different ways too.
ANDRAGOGY VS PEDAGOGY
 ANDRAGOGY VS PEDAGOGY

PEDAGOGY LEARNING IS…….. ANDRAGOGY

OTHERS SELF [OWN]
[TEACHERS]
DIRECTED BY
OTHERS’ EXPERIENCES OWN EXPERIENCES +PEERS +
[TEACHERS] RESOURCED BY RESOURCE PERSONS
TEACHER DIAGNOSIS OWN TASKS AND PROBLEMS
NEEDS IDENTIFIED BY

FUTURE PERFORMANCE IMMEDIATE PERFORMANCE

PURPOSES ARE…

LEARNING SHIFTS >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>AS MATURITY INCREASES

 Adults at all level of intelligence,
all ages, and all stages of
ALL ADULTS CAN development up to the
moment of death are capable
AND DO LEARN… of learning.

Adults experience a sense of

well-being when they learn and
when the environment supports
and encourages their learning.
 National Surveys: “In which of the following ways had you
hoped the course would be helpful to you?
WHY DO ADULTS
PARTICIPATE IN •Becoming a better-informed person 37%

LEARNING ACTIVITIES? •Preparing for a new job or occupation 36%

•For the job I held at that time 32%
•Spending my spare time more enjoyably 20%
•Meeting new and interesting people 15%
•Carrying out everyday tasks at home 13%
•Getting away from the daily routine 10%
•Carrying out everyday tasks away from home 10%
 2 MAIN SOURCES OF GUIDANCE
Principles
of learning

Theories of
motivation
Principles of Learning: Two prominent principles are:
✓ Principles of learning refer
to the fundamental Repetition: The principle of repetition suggests
concepts and guidelines that repeated exposure to information
that influence how enhances learning and retention. Regular
individuals acquire and review and practice help reinforce memory
and improve the likelihood of long-term
retain new information or understanding.
skills.
✓ These principles are Active Engagement: Active engagement
based on research and involves hands-on participation, discussion,
observations about how and problem-solving. Learners often retain
people learn most information better when they are actively
involved in the learning process, as opposed
effectively. to passive observation.
Theories of Motivation: Two key theories are:
❑ Motivation theories
explore the factors that Incentive Theory: This theory posits that individuals are
drive and influence motivated to act in a way that brings them rewards
human behavior, and avoids punishments. In the context of learning,
learners may be motivated by the prospect of
particularly in the context achieving good grades, gaining recognition,
of learning. promotion or receiving other positive outcomes.
❑ Motivation plays a crucial
role in determining how Self-Determination Theory: This theory emphasizes the
role of intrinsic motivation—the internal desire to
effectively individuals engage in an activity for its own sake. It suggests that
engage with and individuals are more likely to learn and persist in
internalize new learning when they feel a sense of autonomy,
competence, and relatedness to the learning
information. material.
 • Principles of learning provide guidelines
on how to structure learning experiences
effectively, while theories of motivation
In summary delve into the factors that drive
individuals to engage in the learning
process.

POL ~ guidelines • Both aspects are interconnected, as

TOM ~ Factors drivers motivation often influences how well
learners adhere to the principles of
learning, and effective learning
experiences can enhance motivation.
 Learning theories
allow teachers /
trainers to better
understand the
process of
LEARNING THEORIES learning.

Together with the

use of technology,
learn theories
have made a
significant impact
in the classroom.
Why is it important to know BECAUSE
adult learning theories?
1. To create a good training course, it's important
to know how the people you are teaching learn
best.
2. Adult Learning Theory, also known as
Andragogy, focuses on how adults learn in
specific ways, and it is a crucial knowledge for
any trainer to have.
3. It emphasizes the importance of considering the
unique needs and preferences of adult learners,
contributing to the overall effectiveness of the
training process.
LEARNING THEORIES
1. BEHAVIORISM
Skinner’s,
➢ Operant
Conditioning
➢ Classical
Conditioning
 The theory originates from the works of Ivan Pavlov’s,
classical conditioning, and B. F. Skinner’s, operant
conditioning.

Classical Conditioning is when an unconditioned stimulus and

response is manipulated with a conditioned stimulus to create
a conditioned response.

BEHAVIORISM Operant Conditioning is a controlled response

with a reward/ punishment system according to
the behavior.

The learner needs reinforcements to keep

interest.

Stimuli are effective in controlling behavior.

As a result, the behaviors can be measured to

record learning success.
 Classical (Pavlovian) Operant Conditioning Skinner
Conditioning
In classical conditioning, you start with an In operant conditioning, the
automatic reflex. For Pavlov, this was his dogs organism behaves in order to elicit
salivating when they tasted food. Then you pair
that with a meaningless stimulus. Pavlov used a
a reward (reinforcement) or stops
bell in one of his conditions. So every time dogs behaving to avoid a punishment.
got the food, they also heard a bell. Over time, the
dogs anticipated the food and started salivating
to a delicious sounding bell.
VIDEO TIME
Theory of Behaviorism
 For a learner to acquire
knowledge, change
behaviour or modify skills,
trainer needs to identify
what outcomes the learner Trainers then need to link these
finds most positive (and/or outcomes to learners’ acquiring
negative). knowledge or skills or changing
behaviours.

BEHAVIORISM
COGNITIVISM
• Cognitivism is another perspective in
psychology that focuses on mental
processes such as thinking, memory,
problem-solving, and language as central to
understanding behavior.
• Unlike behaviorism, which concentrates on
observable actions, cognitivism delves into
internal mental activities and structures.
 1. Mental Processes: Cognitivism emphasizes the role of mental processes
in learning and behavior. It suggests that to understand behavior, we
need to consider how individuals process information, solve problems,
and make decisions.

KEY POINTS
ABOUT 2. Memory and Learning: Cognitivism places a strong emphasis on
memory and how information is stored, retrieved, and used. It explores

COGNITIVISM how learners encode, store, and recall information over time.

3. Problem-Solving: Cognitivism is interested in how individuals approach

and solve problems. It looks at the cognitive strategies people use to
understand and navigate the world.

4. Language and Thought: The relationship between language and

thought is a significant aspect of cognitivism. It explores how language
influences cognitive processes and vice versa.

5. Individual Differences: Cognitivism recognizes that individuals process

information differently based on factors such as prior knowledge,
experiences, and cognitive abilities.
 COGNITIVISM
✓ Information Processing looks at
how information is retrieved and
stored.
✓ This theory focuses on how to
store and retrieve information.
✓ Learning is attained through
rehearsal and consistent use of
the information.
✓ Retention strategies such as
breaking down information and
comparing the information to
long term storage are great
techniques
COGNITIVISM
APPLICATION

➢Applying cognitivism in adult learning involves

recognizing and incorporating principles
related to cognitive processes, thinking,
memory, and problem-solving
 1. Acknowledge Prior Knowledge: Adults often
bring a wealth of past knowledge and
experiences. Trainers can start by
SOME WAYS acknowledging into this existing knowledge as
TRAINERS CAN APPLY a foundation for new learning.
COGNITIVISM IN THE 2. Active Engagement: Design learning activities
CONTEXT OF ADULT that engage adult learners actively. Encourage
participation, discussions, and problem-solving
LEARNERS: exercises that stimulate their cognitive
processes.
3. Meaningful Learning: Foster meaningful
learning experiences. Relate new information
to existing knowledge, allowing adult learners
to see the relevance and connections
between what they already know and what
they are learning.
4. Real-World Application: Connect theoretical
concepts to real-world applications. Adults
often appreciate learning when they can see
how it directly applies to their work or daily lives.
Provide practical examples and scenarios.
 • Cognitivism recognizes and supports this
CONCLUSION active, meaning-making approach to
learning, emphasizing the importance of
learners' prior knowledge, cognitive
processes, and problem-solving abilities.
• This approach acknowledges that adults are
not blank slates but individuals with rich
cognitive structures that influence how they
perceive, process, and apply and
integrating new information/knowledge.
Constructivism Learning Theory
CONSTRUCTIVISM
• A learning theory that emphasizes the
active role of learners in building their
understanding and knowledge of the
world.

• It suggests that learning is an active

process where individuals construct new
knowledge and meaning based on their
prior experiences and interactions with
the environment.
 • Active Learning: Learners construct knowledge by actively engaging with their
environment, exploring new information, and connecting it to their existing
knowledge.

KEY PRINCIPLES OF • Prior Knowledge: Learners bring their existing knowledge, beliefs, and
CONSTRUCTIVISM experiences to the learning situation. New information is accommodated by
their existing cognitive structures.
INCLUDE:
• Social Interaction: Social interaction and collaboration are considered
essential in the learning process contribute to knowledge construction. Group
activities and discussions are often emphasized.

• Authentic Tasks: Learning is more meaningful when it involves real-world,

authentic tasks. Constructivist approaches often encourage problem-solving,
critical thinking, and application of knowledge in practical contexts.

• Scaffolding: Scaffolding is a supportive framework provided by teachers or

more knowledgeable peers to help learners move from their current level of
understanding to a higher level.

• Reflection: Reflection on one's own learning is an integral part of the

constructivist approach. Learners are encouraged to think about and evaluate
their own thinking processes and understanding.
 Constructivism views
learning as a process in
which the learner constructs
knowledge based on their
past experiences.

CONSTRUCTIVISM
The teacher only acts as a
facilitator who encourages
students to explore within a
given framework.

Learners may collaborate

with others to organize their
ideas and learn from each
other to construct their own
knowledge.
In summary, constructivism
suggests that learning is an active,
social, and individual process
where learners construct their own
knowledge through interactions
with their environment and others.
This theory has influenced
educational practices,
encouraging student-centered
approaches, inquiry-based
learning, and the integration of
technology to support active
engagement and collaboration.
CONSTRUCTIVISM
Putting It All Together
 ARE THESE EXAMPLES CORRECT? WHAT IS YOUR OPINION?
Behaviorism: In a behaviorist approach, a chef could learn through reinforcement and repetition. For
instance, if a chef receives positive feedback (reinforcement) for preparing a dish correctly, they are
more likely to repeat those actions. If the chef make a mistake, it could be fixed to stop him from
doing something wrong again. (I)

Cognitivism: Applying cognitivism to cooking involves understanding the principles behind recipes,
techniques, and flavors. A chef might learn about ingredient combinations, cooking times, and the
science behind various cooking methods. It's about acquiring and organizing knowledge related to
culinary skills. (U)

Constructivism: In a constructivist kitchen, the chef actively engages with the cooking process. They
experiment with ingredients, try new recipes, and learn from both successes and failures.
Collaboration with other chefs, sharing experiences, and adapting recipes based on personal
preferences contribute to the construction of culinary knowledge. (C)

In summary, behaviorism involves reinforcing (D) desired actions, cognitivism focuses on

understanding the principles and science behind cooking (U), and constructivism emphasizes active
engagement, experimentation, and collaboration in the learning process (C).