NOTES ON LEARNING THEORIES

Classical Conditioning
developed by Pavlov
habitual learning
whatever has been learned, can be forgotten if stimuli is removed
non-active learning
learner must have need to learn (for example, needing a course to complete degree
plan)
learner is disinterested and non-participant
Operant Conditioning
developed by B.F. Skinner
learner is active participant
learner must have internal stimulus and be active participant for learning to occur
students will learn if interested (supports Deweys claim regarding finding a
childs interest)
positive and negative reinforcement utilized
learning behavior must be reinforced or it will disappear
Gestalt Psychology
developed by Max Wertheimer
gestalt = whole form
humans are born with natural curiosity and a need to understand
seeing the world as a whole, then learning how the parts fit together
learning is cognitive rather than behavioral
teacher must provide opportunities for learner to gain insight and knowledge
assist student in learning; dont prescribe what to think
draw upon previous experience and knowledge to build links to new knowledge
Experiential Learning (Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student
development in college: Theory, research, and practice. San Francisco: Jossey-Bass.)
developed by Kolb
Kolb admitted his theory is rooted in the work of Dewey, Lewin, and Piaget
knowledge is generated through experience
learning is cyclical process involving 4 components

concrete experience: feeling dimension (CE)

reflective observation: a watching dimension (RO)

abstract conceptualization: a thinking dimension (AC)

active experimentation: a doing dimension (AE)

each component sets the stage for the next component
the stages are coupled as polar opposites..ie..CE and AC determine how
information is digested; AE and RO are related to how learners make information
meaningful

AC and AE are convergers, good at problem solving and making decisions; very
analytical and good at finding the 1 right answer; more task oriented than social;
prone to making rash decisions or wasting time with wrong problems
CE and RO are divergers; they are imaginative and aware of meanings; able to
analyze situations from multiple perspectives; interested in peopletouchy/feely;
can be indecisive
AC and RO are assimilators; excel in inductive reasoning; ideas are valued for
logical soundness more than practicality; prefer to focus on ideas and concepts
instead of people; may be perceived as impractical and aloof
CE and AE are accommodators; doers; comfortable with people, accommodators
are trial-by-error task performers; can be caught up in activities just to have
something to do
Learning by the individual student is a process of being matriculated into the
social setting of that discipline; for example, higher ed grad students being
involved with high ed faculty; department operations; like OJT.
Faculty must develop teaching techniques that attend to the dominant
characteristics of convergers, divergers, assimilators, and accommodators.
understanding how students
Kolb really developed a typology that identifies what stimulates and interests
students and made suggestions on how to best facility learning through various
teaching techniques; reiterated the adage, cant put a square peg in a round hole
CE-labortory settings, reading, fieldwork
RO-writing activities such as logs and journals; brainstorming
AC-lectures, writing term papers
AE-case studies, projects, assigned homework

Multiple Intelligences (Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002) Foundations of
student affairs practice. San Francisco: Jossey-Bass.)
theorized by Gardner
intelligence is complex process
intelligence is the ability to solve a problem or design a product which is of value
within a society or culture
very necessity is the mother of invention in nature
8 domains of intelligence

linguistic

logical-mathematical

musical

spatial

bodily-kinesthetic

interpersonal

intrapersonal

naturalist

peoples abilities with these 8 domains vary

educators should attempt to attend to all 8 domains in some fashion instead of
mastering teaching to 1