GAGNES NINE EVENTS OF LEARNING IN RELATION TO SELF-REGULATED LEARNING THEORY 1

Gagnes Nine Events of Learning in Relation to Self-Regulated Learning Theory EDCI 53 Learning Theory for Instru!tional Designers Lauren "ar#er "urdue $niversity

GAGNES NINE EVENTS OF LEARNING IN RELATION TO SELF-REGULATED LEARNING THEORY 2

Gagnes Nine Events of Learning in Relation to Self-Regulated Learning Theory In %%3 Ert&er and Ne'(y set a(out the tas# of e)*laining the three distin!tive !ategories of learning theories and the i&*ortan!e to instru!tional designers+ They strove to !reate a tutorial of ho' these three !ategories a!t inde*endently and !on,ointly in different learning environ&ents+ In the t'enty years to follo'- !onstru!tivist theories have in!reased in *o*ularity- (ut there re&ains a distin!t need for all the theories to (e *ut to use+ Gagnes nine events of learning 'ill (e dis!ussed in relation to self-regulation and &otivation+ Does of ea!h event Gagne identified !orrelate 'ith the ideas of self-regulation. /nd if so- ho' does &otivation a**roa!h this event. Defining Learning Theories Learning theories offer a &eans to e)*lain ho' individuals a!0uire #no'ledge+ Ea!h theorist holds a uni0ue 'ay of o(serving ho' learning ha**ens 1Dris!oll- 23354+ The vie's often !o&e fro& o**osing ends of the s*e!tru&- so the sa&e learning situation !an (e des!ri(ed (y several different theories+ Ert&er and Ne'(y e)*lain that 5The tas# of translating learning theory into *ra!ti!al a**li!ations 'ould (e greatly si&*lified if the learning *ro!ess 'ere relatively si&*le and straightfor'ard+ $nfortunately- this is not the !ase+6 1 %%3- *+5 4+ Gagnes Nine Events of Learning In %75- Gagne *u(lished The Conditions of Learning 'hi!h outlined the relation of learning o(,e!tives to a**ro*riate instru!tional designs+ These !onditions &at!h the goals of a learning tas# to the environ&ent and learning stru!ture that 'ill *rodu!e the right results to &eet o(,e!tives+ Dris!oll argues that o(,e!tives &ay not in!rease the li#elihood of learning for the learner &u!h at all- (ut the tas# of 'riting and syste&ati!ally a!hieving o(,e!tives is #ey for designing instru!tion 123354+ Gagne finds that learning o!!urs (est 'hen !ertain !onditions are

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a**lied to the environ&ent+ The !onditions of learning set the stage for an instru!tor to guide learners through a series of e)*erien!es and *ra!ti!e sessions+ Learning !an o!!ur on!e the distin!tive !onditions given are re!ogni8ed (y the instru!tor as ne!essary and are a**ro*riately addressed+ The !onditions of learning fo!us on the &astery of #no'ledge under a si&ulated environ&ent+ 9odern !riti!s of Gagnes !onditions of learning &ay feel that the environ&ent (uilt 5s*oon feeds6 !ontent and #no'ledge to learners 'ith little interest as to ho' further #no'ledge 'ill (e attained on the su(,e!t+ This *ush (a!# is an e)a&*le of the &o&entu& to'ards the !onstru!tivist fra&e'or# of self-regulated learning+ Self-Regulation Gro'ing out of the !onstru!tivist agenda- self-regulated learning 1SRL4 is seen as &odel to des!ri(e the individuals self i&*osed !ognitive *ro!esses ne!essary for learning+ 59eta!ognitive s#ill in!ludes self-!o&&uni!ation or internal dialogue- self-&onitoring and selfregulated strategy to influen!e diagnosti! reasoning 'hen solving !lini!al *ro(le&s+6 1:ui*er233;- *+ 3<=4+ Self-regulation is a seg&ent of &otivation that suggests that learning o!!urs (est 'hen the learner is in !ontrol of the learning out!o&e+ The learner de!ides ho'- 'hat- 'henand 'here to learn !ontent+ The internal thought *ro!ess signals 'hat learning is i&*ortant+ >ith these definitions in &ind- !onsider the nine events of learning in relation to self-regulated learning+ Gaining attention Gaining attention is the first !o&*onent of Gagne?s Nine Events of Learning+ >ithout ti&e dedi!ated to gaining the audien!es attention- *eo*le 'ould not #no' or !are 'hy they 'ere (eing instru!ted+ "erha*s a &anager told the& they ,ust needed to go to the training !ourse or

GAGNES NINE EVENTS OF LEARNING IN RELATION TO SELF-REGULATED LEARNING THEORY 4

*erha*s 'orse- the learner is thirteen years old and does not have any !hoi!e and &ust attend the !lass+ Gagne finds that learners are &ore in!lined to *ay attention 'hen they are given solid reasoning+ @ne instru!tional design strategy is to (uild in a A>IIB9A 1>hat?s in it for &e4 *ortion into ea!h training !ourse+ If the fa!ilitator !an !onvin!e the learner early in lesson 'hy they should !are a(out this lesson- *arti!i*ation and engage&ent are (ound to in!rease+ / sti&ulus is needed to gain attention for the self-regulated learner+ So&ething &ust trigger the individual to as# 5>hy should I !are a(out this.6+ In stru!tured learning environ&ents- Gagnes *res!ri*tion ensures that the ans'er 'ill (e *rovided+ Not all selfregulated learners have learned to *ose this 0uestion (a!#+ If self-regulated learners dont see# the ans'er then they &ay (e!o&e frustrated 'hen the learning is not *art of their *re-!on!eived o(,e!tives or *riorities+ Informing learners of the objective In any learning situation- Gagne *ersuades instru!tors that a ta)ono&y of learning out!o&e !an (e derived+ This suggests that so&e goals !ould 'or# against ea!h other and distra!t fro& the &ain !ourse o(,e!tives- &a#ing the lesson less su!!essful for learning+ Stating the o(,e!tive hel*s set the stage for a *rodu!tive environ&ent that is !ondu!ive to !olla(oration and dis!overy for learners+ Self-regulated learners !an use their !ognitive *ro!esses to inde*endently deter&ine the o(,e!tives+ This &ental fa!et hel*s learners set the tra,e!tory for their learning e)*erien!e+ Selfregulated learning is heavily influen!ed (y the individuals *er!e*tion of environ&ental !onditions- !o&*le)ity of tas#s- and so!ial relationshi*s 1:ui*er- 233;4+ Cust as an instru!tional designer &ust #no' the o(,e!tives to !hoose the strategy going for'ard- the self-regulated learner &ust (e their o'n instru!tional designer+ Self-regulated learners &ust (e !o&forta(le

GAGNES NINE EVENTS OF LEARNING IN RELATION TO SELF-REGULATED LEARNING THEORY 5

esta(lishing their o'n o(,e!tives and *roviding the &eans and su**ort to &eet those o(,e!tives+ Stimulating recall of prior learning In order to (egin tea!hing any ne' infor&ation- the instru!tor needs to (e a(le to assess 'hat the learners already #no'+ >ith this infor&ation- the instru!tor !an (uild a stru!ture for gaining ne' #no'ledge 1Dris!oll- 23354+ This idea relates to the !on!e*t of s!affolding+ >hen strong s!affolding is in *la!e- there is also a strong o**ortunity for the learner to o(tain and #ee* ne' infor&ation+ >hen an instru!tor sti&ulates re!all of *rior learning- the learner re!olle!ts the fra&e'or# that (uilds a !onne!tion to *rior learning and ne' infor&ation+ In self-regulated learning the learners &ust (e a(le to identify 'ithin the&selves the *revious #no'ledge they have that a**lies to this learning situation+ Don Ste*i!h des!ri(es the internal and e)ternal !onditions of e)*ertise a learner &ust (e!o&e a'are of 1*+ ;4+ >hen a novi!e tennis *layer engages in *lay 'ith a s#illed *layer- *revious #no'ledge of the rules of the ga&e and te!hni0ue &ay !o&e to &ind- (ut this #no'ledge is li&ited+ resenting the content Traditionally learning is thought of as the a!tual *resentation of &aterial+ >ithout the a!tual *resentation of the !ontent- learning !annot o!!ur+ If self-regulating learners are not *resented 'ith infor&ation dire!tly !ognitive *ro!esses need to indi!ate to the learner that this infor&ation is ne!essary to gather 1/rtino- 23 4+ >ith the advent of the internet in the digital

age- #no'ledge attain&ent &ay (e (e!o&ing easier- (ut this !an also (ring a(out ne' found !hallenges for all learners+ "oorly organi8ed 'e(*ages or false infor&ation *osted in a !onvin!ing &anner &ay lead learners do'n the 'rong *ath 'hen resear!hing infor&ation+ Selfregulated learners &ust *lay their o'n 5*oli!e&an6 and (e vigilant in identifying !redi(le sour!es of infor&ation- unli#e traditional learners 'ho &ay have infor&ation delivered to the&

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through an instru!tor+ rovi!ing "learning gui!ance# "roviding learning guidan!e is used to deter&ine ho' to &a#e sense of the &aterial+ /!!ording to Dris!oll- the role of the instru!tor 'ith regards to *roviding learning guidan!e is to *rovide 5instru!tional a!tivities+++ DthatE *ro&ote the entry of 'hat is to (e learned into long-ter& &e&ory+6 12335- *+ 3=54+ 9argaret Coulter des!ri(es the need for learning guidan!e 'ith novi!e nurses and *sy!ho&otor s#ills+ In this instan!e- novi!e des!ri(es any nurse 'ho is unfa&iliar 'ith a s#ill+ She suggests that Gagnes e)*lanation of !haining hel*s novi!e nurses attain ne' s#ills to the *oint of (e!o&ing e)*erts 1Coulter- %%3- *+ 33;4+ Certainly- learning 'ould (e !hallenged to a!!o&*lish signifi!ant learning 'ithout e)a&*les of *ro*er *erfor&an!e+ Fut for the selfregulated learner- &otivation to organi8e &aterials for learning &ust !o&e intrinsi!ally 1/rtino23 4+ E)a&*les need to (e sought out- identified as relia(le resour!es- and then utili8ed+

>ithout the guidan!e of a training *rogra&- a novi!e nurse 'ould need to see# out e)a&*les for *ro*er *roto!ol and *ro!edures+ Eliciting performance Eli!iting *erfor&an!e givers learners the o**ortunity to 5de&onstrate 'hat they have learned 'ithout *enalty6 1Dris!oll- 2335- *+ 3=74+ This for& a self-evaluation hel*s the learner !ontri(ute to their o'n learning *ro!ess+ The old adage 5*ra!ti!e &a#es *erfe!t6 !o&es to &ind+ This is the *hase of the *ro!ess 'here learners *ra!ti!e e)tensively+ The o(,e!tive should su**ort *erfor&an!e 'ithout the instru!tors assistan!e+ This event is very si&ilar for traditional and self-regulated learners+ The *ra!ti!e of learning &ust (e *erfor&ed (y all learners 'ith regularity+ @n!e an e)a&*le has (een

GAGNES NINE EVENTS OF LEARNING IN RELATION TO SELF-REGULATED LEARNING THEORY 7

'itnessed- &otivated learners !an *ra!ti!e the tas# or idea until they (e!o&e !o&forta(le+ / learner &ay (e s*ar#ed to a!tion to try their serve after 'at!hing a GouTu(e !li* of a *rofessional tennis *layer+ The &otion &ay not (e *erfe!t- (ut over ti&e and 'ith *ra!ti!e the learner !an (uild a!!ura!y (y *aying s*e!ial attention to their te!hni0ue+ rovi!ing fee!bac$ "roviding feed(a!# to a learner !ould (e the &ost !riti!al !o&*onent of learning events(e!ause feed(a!# is the tool utili8ed (y the instru!tor to &odify (ehavior or thought *ro!esses+ In all learning- the initial atte&*t of the learner is unli#ely to rea!h a full s!o*e of the &aterial+ >ithout feed(a!#- the learner !an (e!o&e *araly8ed and una(le to deter&ine 'hat further ste*s &ust (e ta#en to a!hieve &astery+ Self-regulated learners &ust see# out feed(a!# fro& *eers- &entors- or other e)*erts in the area if they *lan to i&*rove their s#ills+ Coulter !ites Rogers as !o&*aring 5learning 'hi!h involves the H&ind only and learning 'hi!h is Hsignifi!ant- &eaningful- e)*eriential learning+6 1 %%3- *+ 3354+ This i&*lies that self-dire!ted learning &ust o!!ur in the !ognitive fun!tions and *ro!essing of infor&ation- 'hile feed(a!# is a!0uired in another for& of learning+ %ssessing performance It is the ulti&ate goal of instru!tors that learners !an retrieve the learned infor&ation and !orre!tly a**ly that #no'ledge in *ro(le& solving situations+ Therefore- it is i&*ortant for instru!tors to assess *erfor&an!e through the use of a!tivities+ During a!tivities learners de&onstrate and strengthen their #no'ledge+ This *erfor&an!e should (e an indi!ator for instru!tors as to ho' 'ell the infor&ation has (een and en!oded- then *ut to use u*on retrieval+ Self-regulating learners &ust 5!he!#-in6 'ith the&selves *eriodi!ally to evaluate if their *erfor&an!e is u* to *ar+ In a study !ondu!ted (y Cerissa de Filde- 9aarten Iansteen#iste- and

GAGNES NINE EVENTS OF LEARNING IN RELATION TO SELF-REGULATED LEARNING THEORY 8

>illy Lens and *u(lished to the ,ournal Learning and Instruction- it 'as found that the attitudes of self-dire!ted learners dee*ly influen!ed ho' students regulated their study ha(its+ Beelings of guilt- sha&e- and *ersonal !onvi!tion affe!t !ognitive fun!tion and interfere 'ith the learners &otivation to study 123 - *+ 3324+ There is &u!h to (e learned a(out the 'ays learners

attitudes !ontri(ute to learning out!o&es+ Enhancing retention an! transfer Enhan!ing retention and *ro&oting the transfer of #no'ledge ensures that learners have translated the ne' infor&ation and are a(le to use that infor&ation in the future+ The su!!ess of retention and transfer is de*endent u*on the se0uen!e of all the *revious events of instru!tion ha**ening a!!ording to *lan+ /s :ui*er e)*lains 5The SRL &odel has (een used as a !on!e*tual fra&e'or# to su**ort the develo*&ent of &eta!ognitive #no'ledge and (uild refle!tion !a*a!ity a&ong student in transition fro& s!hool to 'or# environ&ents+6 1233;- *+ 3<=4+ >hen given the right s!affolding for the &ental fun!tions- self-regulated learners have the tools in *la!e to refle!t u*on their learning in ne' environ&ents+ Traditional learners 'ill (e *ro&*ted to refle!t u*on their

learning as it is (uilt in as a stage of the lesson+ It is the goal of traditional learning for learners to (e a(le to e)tra*olate that infor&ation into ne' learning environ&ents+ Fut for (oth traditional and self-regulated learning the s!affolding and su**ort syste&s &ust (e in *la!e for this to ha**en after the learning event+

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&onclusion In !on!lusion- the events of learning are intert'ined 'ith the &otivation of learners in a dee* and rooted &anner+ The influen!e of an individuals !ognitive *ro!esses al'ays *lays a role in learning- (ut 'hen engaged in self-regulated learning the attitudes and se0uen!e of events affe!ts the learning out!o&e+ 9otivated self-regulated learners !an i&*rove their learning !a*a!ity over ti&e (y finding 'ays to organi8e &aterial &eaningfully- !oordinating ade0uate feed(a!# loo*s- and testing their infor&ation retention 1Jad'in- 23 4+ The &ore self-

a'areness learners a!0uire the (etter e0ui**ed they 'ill (e!o&e at regulating their learning e)*erien!es+

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Referen!es /rtino- /+ R+- Je&&er- "+ /+- K Durning- S+ C+ 123 - @!to(er4+ $sing Self-Regulated Learning Theory to $nderstand the Feliefs- E&otions- and Fehaviors of Struggling 9edi!al Students DEle!troni! versionE+ Academic Medicine- 861 34- S35-S3<+ doiL 3+ 3%=M/C9+3(3 3e3 <22a733d Coulter- 9+ 9+ 1 %%3- @!to(er4+ / revie' of t'o theories of learning and their a**li!ation in the *ra!ti!e of nurse edu!ation DEle!troni! versionE+ Nurse Education Today- 10154- 333-33<+ doiL 3+ 3 7M3273-7% =1%34%3333-% de Filde- C+- Iansteen#iste- 9+- K Lens- >+ 123 - Cune4+ $nderstanding the asso!iation (et'een future ti&e *ers*e!tive and self-regulated learning through the lens of self-deter&ination theory DEle!troni! versionE+ Learning and Instruction- 21134- 332-3;;+ doiL 3+ 3 7M,+learninstru!+23 3+33+332 Dris!oll- 9+ "+ 123354+ Psycho ogy of earning for instruction !"rd ed#$+ Foston- 9/L "earson Edu!ation- In! Ert&er- "+ /+- K Ne'(y- T+ C+ 1 %%34+ Fehavioris&- Cognitivis&- Constru!tivis&L Co&*aring Criti!al Beatures fro& an Instru!tional Design "ers*e!tive+ Performance Im%ro&ement 'uarter y- 61;4- 53-=2+ Jad'in- /+- K Carvela- S+ 123 4+ Introdu!tion to a S*e!ial Issue on So!ial /s*e!ts of SelfRegulated LearningL >here So!ial and Self 9eet in the Strategi! Regulation of Learning DEle!troni! versionE+ Teachers Co ege (ecord- 11"124- 235-23%+ :ui*er- R+ /+ and "esut- D+ C+ 1233;4- "ro&oting !ognitive and &eta!ognitive refle!tive reasoning s#ills in nursing *ra!ti!eL self-regulated learning theory+ Cournal of /dvan!ed Nursing;5L 3< N3% + doiL 3+ 3;7M,+ 375-27;<+2333+32%2 +) Ste*i!h- D+ 1233=- Be(ruary 24+ Bro& Novi!e to E)*ertL I&*li!ations for Instru!tional Design DEle!troni! versionE+ Performance ) Instruction- "0174- 3- =+