Personal Learning Theory

 

            My personal learning theory hasn’t changed much since I first constructed it in the Learning Technologies course; but instead, I would say that it has evolved. Our district has studied the effect of implementing student activities based on the premise of the cooperative or collaborative model of learning. Hattie, Biggs, and Purdie (1996) indicate that interaction with other peers or individuals during discussions and teacher feedback has a high effect size on student learning. I would add the collaborative learning theory as another approach which stimulates learning when it corresponds to the appropriate task.

There are numerous theories on how learning occurs and instructional designs and strategies that have been researched to help facilitate desired learning outcomes. Ertmer (1994) compares critical features in behaviorism, cognitivism, and constructivism learning theories and explains that there is no single best approach, and each approach could gain different competencies. The key is matching the learner, content, and strategies needed to reach a desired learning outcome. In addition, students have various learning styles; therefore, they benefit differently from different types of instructional methods and materials (Dillon and Gabbard, 1998).  The best teachers are mindful that students arrive to class with different learning styles, background knowledge or schema, and abilities. They are then able to match student learning styles with instructional designs that improve student learning.

Research has also indicated that the use of various media can improve learning. However, Kozma (1991) states it is not necessarily the device, but the method used with the media and “taking advantage of the medium’s cognitively relevant capabilities to complement the learner’s prior knowledge and cognitive skills” (p. 205). In Dillon and Gabbard’s (1998) study of hypermedia as an effective educational technology, it concludes that hypermedia applications can offer techniques that can help the less able student perform better. However, the use of hypermedia technology should be based on appropriately designed technology and aimed at specific learners if any significant benefit is to be obtained. This research is consistent with Kozma’s (1991) statement that learners will benefit most from “the use of a particular medium with certain capabilities if the capabilities are employed by the instructional method to provide certain representations or perform or model certain cognitive operations that are relevant to the task and situation” (p.182).

When teachers integrate the use of technology into their classroom, they have the task of choosing products that will enhance the learning goals that are compatible to their style of teaching and build on children’s various learning styles (Bergen, 2000). Bergen goes on to explain that in order to utilize technology effectively, teachers must also be “technology explorers” along with being comfortable with the use of technology. Teachers should consistently evaluate the impact of specific technology on the learning goals and adjust activities as needed to produce the desired learning outcome.  In addition, the article provides several examples of good practices for using technology in the classroom. Chizmar and Walbert (1999) provide seven principles for good teaching practice using Internet technology as a delivery system and the pedagogical issues that must be resolved to be successful. They too, advise that when choosing a technology, choose one that will support the chosen pedagogical strategy.

Learning theories provide verified instructional strategies for facilitating the learning process (Ertmer, 1994).  Individual differences among learners and how they learn are considerations when designing instruction. The best learning outcomes will result when the instructional strategy complements the learning style. “Our ability to take advantage of the power of emerging technologies will depend on creativity of designers, their ability to exploit the capabilities of the media, and our understanding of the relationship between these capabilities and learning” (Kozma, 1991).

References

Bergen, D. (2000). Linking technology and teaching practice. technology in the classroom Retrieved from http://search.proquest.com/docview/62445498?accountid=7113

Chizmar, J. F., Walbert, M. S., Hurd, S., & Moore, R. L. (1999). Web-based learning environments guided by principles of good teaching practice / comments. Journal of Economic Education, 30(3), 248. Retrieved from http://search.proquest.com/docview/235257960?accountid=7113

Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style Retrieved from http://search.proquest.com/docview/62493660?accountid=7113

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from a design perspective Retrieved from http://search.proquest.com/docview/62781447?accountid=7113

Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student

learning: A meta-analysis. Review of educational research, 66(2), 99-136.

Kozma, R. B. (2011). ICT, education transformation, and economic development: An analysis of the US national educational technology plan. E-Learning and Digital Media, 8(2), 106-120.

Leidner, D. E.,& Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS quarterly, 265-291.