Chapter 3

Learning Theories
McGraw-Hill/Irwin Copyright © 2010 by the McGraw-Hill Companies, Inc. All rights reserved.
CHAPTER OUTLINE

3.1 UNDERSTANDING LEARNING

3.2 LEARNING VS. TRAINING
3.3 LEARNING THEORIES
3.3.1 Reinforcement Theories
3.3.2 Social Learning Theory
3.3.3 Adult Learning Theory
3.4 THE LEARNING PROCESS
3.4.1 Mental And Physical Process
3.4.2 The Learning Cycle
3.4.3 Learning Styles
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UNDERSTANDING LEARNING

What is Learning? What is Learned?

 Learning - a relatively permanent

change in human capabilities that is not a
result of growth processes.
 These capabilities are related to specific
learning outcomes.

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Table 3.1 – Learning Outcomes

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Learning vs. Training
 Training is the giving of information and knowledge,
through speech, the written word or other methods of
demonstration in a manner that instructs the trainee.

 Learning is the process of absorbing that

information in order to increase skills and abilities and
make use of it under a variety of contexts.

 Whatever the goals, the quality of the learning will rely

largely on the quality of the training, and so the role of
trainer is very important as it can have a huge effect on
the outcome of a course for the learner.
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LEARNING THEORIES

1. Reinforcement Theories

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LEARNING THEORIES

2. Social Learning Theory

 Emphasizes that people learn by observing other

persons (models) whom they believe are credible
and knowledgeable
 Recognizes that behavior that is reinforced or
rewarded tends to be repeated
 The models’ behavior or skill that is rewarded is
adopted by the observer

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 Processes of Social Learning
Theory

Match
Motor Motivational
Attention Retention Modeled
Reproduction Processes Performance

• Model Stimuli • Coding • Physical Capability • Reinforcement

• Trainee Characteristics • Organization • Accuracy
• Rehearsal • Feedback

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 LEARNING THEORIES

3. Adult Learning Theory

 Adult learning theory was developed out of a need for a
specific theory of how adults learn.

 Most educational theories as well as formal educational

institutions have been developed exclusively to educate
children and youth.

 Adult learning theory is especially important to consider in

developing training programs because the audience for
many such programs tends to be adults, most of whom
have not spent a majority of their time in a formal
education setting. 1-9
Adult Learning Theory Cont.

Educational psychologists, recognizing the limitations of

formal education theories, developed andragogy, the
theory of adult learning.
It is based on several assumptions:
Adults have the need to know why they are learning
something
Adults have a need to be self-directed
Adults bring more work-related experiences into the
learning situation
Adults enter into a learning experience with a
problem-centered approach to learning
Adults are motivated to learn by both extrinsic and
intrinsic motivators
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 THE LEARNING PROCESS

This section asks three questions:

1. What are the physical and mental
processes involved in learning?
2. How does learning occur?
3. Do trainees have different learning
styles?

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Mental and Physical Processes
Expectancy
Gratifying Perception

LEARNING Working Storage

Generalizing

Semantic
Retrieval Encoding
Long –Term
Storage

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1. Expectancy refers to the mental state
that the learner brings to the instructional
process. This includes factors such as
readiness for training (motivation to learn,
basic skills).

2. Perception refers to the ability to

organize the message from the environment
so that it can be processed and acted upon.
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3. In Working storage, rehearsal and repetition
of information occur, allowing material to be coded
for memory. Working storage is limited by the
amount of material that can be processed at any
one time.
4. Semantic encoding refers to the actual coding
process of incoming messages. Different learning
strategies influence how training content is coded.

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5. Long –Term Storage

 Different learning strategies influence how training content is

coded. Learning strategies include rehearsal, organizing, and
elaboration.
 Rehearsal, the simplest learning strategy, focuses on learning
through repetition (memorization).
 Organizing requires the learner to find similarities and themes in
the training material.
 Elaboration requires the trainee to relate the training material to
other, more familiar knowledge, skills, or behaviors.
 Trainees use a combination of these strategies to learn. The “best”
strategy depends on the learning outcome. For knowledge
outcomes, rehearsal and organization are most appropriate. For
skill application, elaboration is necessary.
 After messages have been attended to, rehearsed, and coded,
they are ready for storage in long-term memory 1-15
6. Retrieval involves identifying learned material in
long-term memory and using it to influence performance.

7. Generalizing - Part of the learning process is not

only being able to reproduce exactly what was learned
but also being able to adapt the learning for use in similar
but not identical situations.

8. Gratifying refers to the feedback that the learner

receives as a result of using learning content. Feedback is
necessary to allow the learner to adapt responses so they
are more appropriate.
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 The Learning Cycle

Learning can be considered as a dynamic cycle

that involves four stages:

 Concrete experience (e.g., a work problem)

 Reflective observation (e.g., thinking about the
problem)
 Abstract conceptualization (e.g., generation of
ideas of how to solve the problem)
 Active experimentation (implementation of the
ideas directly to the problem)
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The Learning Cycle

 Implementing the ideas provides feedback

as to their effectiveness, so the learner can
see the results and start the learning
process over again.

 Trainees continually develop concepts,

translate them into ideas, implement them,
and adapt them as a result of their personal
observations about their experiences.
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LEARNING STYLES

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The Diverger
 People with this learning style are good at seeing
the "big picture" and organizing smaller bits of
information into a meaningful whole.
 Tend to be emotional and creative and enjoy
brainstorming to come up with new ideas.
 Artists, musicians, counselors, and people with a
strong interest in the fine arts, humanities, and
liberal arts tend to have this learning style.

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The Assimilator
 Understanding and creating theoretical models is
one of their greatest strengths.
 They tend to be more interested in abstract
ideas than in people, but they are not greatly
concerned with the practical applications of
theories.
 Individuals who work in math and the basic
sciences tend to have this type of learning style.
 Assimilators also enjoy work that involves
planning and research. 1-22
The Converger

 They are highly skilled in the practical

application of ideas.
 They tend to do best in situations where there is
a single best solution or answer to a problem.

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The Accommodator
 This style is basically the opposite of the Assimilator style.
 Accommodators are doers; they enjoy performing
experiments and carrying out plans in the real world.
 Out of all four learning styles, Accommodators tend to be
the greatest risk-takers.
 They are good at thinking on their feet and changing their
plans spontaneously in response to new information.
When solving problems, they typically use a trial-and-
error approach.
 People with this learning style often work in technical
fields or in action-oriented jobs such as sales and
marketing.
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Example:

 Trainers who are aware of trainees’ learning

styles can try to customize instruction to match
their preferences.

 If a group of trainees tends to prefer hands-on

learning, trying to teach the mechanics of a
technical application online by having them read
it will not result in learning.

 They need applications and the ability to get

feedback from an instructor. 1-25
 For example, AmeriCredit, an auto finance company located in Fort
Worth, Texas, is trying to modify training to better match employees’
learning styles.
 The company has created a database to identify and track each
employee’s learning style. Also, employees’ learning styles are being
considered in course design.
 In a new e-learning class, employees who prefer learning by action will
receive information in bullet points and will complete activities that help
them learn.
 Employees who prefer thought and reasoning will receive more
conceptual material during the course and be involved in fewer
experiences.
 The company plans to compare the new e-learning class that takes into
account learning styles with one that does not to determine whether the
adaptation to learning styles makes a difference in trainee satisfaction
and learning.
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THANK
YOU 1-27