Learning Theories

1. Learning Theories Abeershaheen

2. Outline • Introduction. • Learning theories. • Behaviorist learning theory. • Cognitive learning theory. • Social learning theory. • Humanistic learning theory • Applying learning theories to health care

3. Introduction Despite the significance of learning to human development, it has long been debated how learning occurs, what kinds of experiences facilitate or hinder the learning process, and what ensures that learning becomes relatively permanent.

4. Introduction The development and testing of learning theories over the past century have contributed much to our understanding of how individuals acquire knowledge and change their ways of thinking, feeling, and behaving.

5. Introduction • Learning theories are theories about how and why people learn. • Learning theories are: behaviorist, cognitive, social, psychodynamic, and humanistic theories. • Behaviorist, cognitive, and social learning theories are most often applied to patient education and health care practice.

6. Behaviorist learning Theory • Behaviorists believe that animals, including humans, learn in about the same way. • Behaviorism stresses the importance of having a particular form of behavior reinforced by someone, other than the student, to shape or control what is learned.

7. Behaviorist learning Theory • The instructor provides an environmental stimuli as a way of reinforcement. Frequent, positive reinforcement and rewards accelerate learning. • This theory provides the instructor with ways to manipulate students with stimuli, induce the desired behavior or response, and reinforce the behavior with appropriate rewards.

8. Classical Conditioning Only meat given to dog, salivation takes place Key: UCS – Unconditional Stimulus UCR – Unconditional Response CS – Conditional Stimulus CR – Conditional Response Only bell is rung, no salivation Bell + meat, salivation takes place Only bell, no meat, yet salivation takes place Learning 8

9. Definitions • Classical conditioning (CC) – process by which an organism learns a new association between two paired stimuli; one of which was initially neutral the other producing an unconditional reflex • Unconditioned stimuli (UCS) – an event that constantly and automatically elicits an UCR

10. Definitions • Unconditioned response (UCR) – an action that an UCS elicits • Conditioned response (CR) – action that Conditioned Stimulus elicits.

11. Positive reinforcement It is the process of getting something nice after showing a desired behavior. This is done to repeat the same behavior. Example of Positive Reinforcement When a manager praises an employee for successfully completing a task on schedule, this is positive reinforcement. This encourages the employee and increases the possibility of completing his work on time. 11

12. Negative Reinforcement • In this, a reward is taken away if an undesired behavior is displayed. Example of Negative reinforcement- • Taking away scholarship from a student, if he does not perform well in the examination. 12

13. Punishment Punishment is the practice of forcing something unpleasant or on a person, usually in response to disobedient or morally wrong behavior or undesired behavior. Should be immediate. Has effect on others who are watching Punisher must provide an acceptable alternative to offender Can have side effects of hate. 13

14. Extinction It is process eliminating a behavior by ignoring or not rewarding. If a person puts in extra effort but his work is not being recognized or rewarded, he will stop doing it. 14

15. Behaviorist learning Theory • In general, the behaviorist theory emphasizes positive reinforcement rather than no reinforcement or punishment. • behaviorist learning theory concentrates both on the cognitive process and the affective process.

16. Primary Focus Observable behaviour Stimulus-response connections Affection and cognition together Assumptions Learning is a result of environmental forces Learner is passive Educator has active role Sources of Motivation Drive reduction (Drive theory is based on the principle that organisms are born with certain psychological needs and that a negative state of tension is created when these needs are not satisfied. When a need is satisfied, drive is reduced and the organism returns to a state of homeostasis and relaxation.) Behaviorist learning Theory

17. Behaviorist learning Theory It was originally advanced by Edward Thorndike, whose major contribution applicable to teaching is that learning should be based on the learner's behavior. In addition to Thorndike, major behaviorist theorist include Pavlov, Skinner, and Bandura.

18. Behaviorist learning Theory • 3 key assumptions underpin this view: • Observable behavior rather than internal thought process are the focus of study. In particular learning is manifested by a change in behavior. • The environment shapes one's behavior, what one learns is determined by the elements in the environment, not by individual learner.

19. Behaviorist learning Theory • The principles of contiguity and reinforcement are central to explaining the learning process. To increase probability of response, Skiner introduced the importance of positive reinforcement (a pleasant experience such as praise and encouragement ) in fostering repetition of an action.

20. Behaviorist learning Theory Bandura, claims that most learning comes from observational learning and instructions rather than from overt trial- and- error behavior. Banadura's research focuses on imitation, the process by which individual copy or reproduce what they have observed, and modeling the process by which a person learns by observing the behavior of others.

21. Applying behavioral theory in nursing: The major attribute of the behaviorist theory include the careful identification of what is to be taught and the immediate identification of the reward for the correct response.

22. Nurses applying behaviorist theory will: • Provide sufficient practice time and both immediate and repeat testing and redemonstration. • Provide opportunities for learner to solve problems by trial and error. • Select teaching strategies that avoid distracting information and that evoke the desired response. • Praise the learner for correct behavior and provide positive feedback at intervals throughout the learning experience. • Provide role models of desired behavior.

23. Cognitive Learning Theory • Unlike behaviorism, the cognitive theory focuses only on what is going on inside the student's mind. Learning is not just a change in behavior; it is a change in the way a student thinks, understands, or feels.

24. Cognitive Learning Theory • Active process of constructing knowledge rather than acquiring it. • Different than Behaviorism because “thinking” plays a major role

25. Primary Focus Mental behaviour Knowledge Intelligence Critical Thinking Assumptions Learning is a result of mental operations/ processing Learner is active Educator has active role Sources of Motivation Goals and expectations. Process Active educator structures experiences (through organization and meaningfulness) to encourage the reorganization of cognitions. Cognitive Learning Theory

26. Cognitive Learning Theory Many psychologists were not happy with behaviorism. There was a belief among some that there was too much of a focus on a single events, stimuli and overt behavior.

27. Cognitive Learning Theory Major cognitive theorists include J. Piaget, K. Lewin, and B. Bloom. Those researchers or scientists identified learning as complex cognitive process. It is largely a mental or intellectual or thinking process.

28. The principles the cognitive theorists identified are: • The learner structures and process information. • Perceptions are selectively chosen by the individual and personal characteristics have an impact on how a cue is perceived. • Social, emotional, and physical context in which learning occur is very important, such as teacher-learner relationship and environment. • Developmental readiness and individual readiness ( expressed as motivation ) are other key factor associated with cognitive approaches.

29. Cognitive Learning Theory • The major attributes of cognitive theory are its recognition of developmental levels of learners and acknowledgements of learners' motivation and environment. • However, some or many of the motivational and environmental factors may be beyond the teacher's control.

30. Nurses applying cognitive theory will: • Provide a social, emotional, and physical environment conducive to learning. • Encourage positive teacher-learner relationship. • Select multisensory teaching strategies sense perception is influenced by the senses. • Recognize that personal characteristics have an impact on how cues are perceived and develop appropriate teaching approaches to target different learning styles.

31. Nurses applying cognitive theory will: • Assess a person's developmental and individual readiness to learn and adapt teaching strategies to the learner's developmental level. • Select behavioral objectives and teaching strategies that encompass the cognitive, affective, and psychomotor domains of learning.

32. Social Learning Theory • Learning occurs from watching others • Learning can occur without a change in behavior (Observation without imitation) • Consequences of behavior play a role in learning • Cognition plays a role in learning

33. Social Cognitive Perspective on Reinforcement and Punishment • As with behaviorism, R & P are environmental factors that shape behavior. • Behavior is learned through observation & then expressed (imitated) through modeling

34. Cognitive Factors • Cognitive processing (thinking) is occurring during learning • Attention to actions • Develop verbal and visual representations of actions

35. Primary Focus Modelling Assumptions Learning is a result of influences of social environment on thinking. Active learner Active educator models Sources of Motivation Social experiences, role models, and self active influences (observe self, set goals, and reinforcement performance). Social Learning Theory

36. Humanistic learning theory • Humanistic learning theory focuses on both cognitive and affective qualities of the learner. • Prominent members of this school of thought include Abraham Maslow and Carl Rogers.

37. Humanistic learning theory • According to humanistic theory learning is believed to be self-motivated, self-enitiated, and self-evaluated. • Each individual is viewed as a unique composite of biologic, psychologic, social, cultural, and spiritual factors. • The learner is thus an active participant and takes responsibility for meeting individual learning needs.

38. Humanistic learning theory • Learning focuses on self-development and achieving full potential; it is best when relevant to the learner. • Autonomy and self-determination are important; the learner identifies the learning needs and takes the initiatives to meet these needs.

39. The major attributes of humanism are its focus on: • The feelings and attitudes of learners. • The importance of the individual in identifying learning needs and in taking responsibility for them. • The self-motivation of the learners to work toward self-reliance and independence.

40. Nurses applying humanistic theory will • Convey empathy in the nurse-client relationship. • Encourage the learners to establish goals andpromote self-directed learning. • Encourage active learning by serving as facilitator, mentor, or resource for the learner. • Expose the learner to new relevant information and ask appropriate questions to encourage the learner to seek answers.

41. Applying learning theories to health care • A logical question is which of these theories "best" explains learning and would be the most useful to health professionals interested in increasing knowledge or changing the behavior of patients. • The answer is…. Each theory contributes to understanding certain aspects of the learning process.

42. Applying learning theories to health care In practice, learning theories can be used singly and in combination to help nurses and other health professionals teach patients or themselves to acquire new information and alter behavior.

43. Example • patient undergoing painful procedure is first taught relaxation exercise (behaviorist). • and while experiencing pain or discomfort is encouraged to employ imagery, such as thinking about a favorite, beautiful place or imagining the healthy cells "gobbling up" the unhealthy cells (cognitive). • Health professionals are respectful and emotionally supportive of each patient (humanistic).

44. Applying learning theories to health care • At the same time, research indicates that some learning theories are better suited to certain kinds of individuals than to others. • Some clients learn by responding and taking action and although some patients respond well to reinforcement and incentives, other patients may resent attempts to manipulate and reinforce them.

45. Applying learning theories to health care • Whereas the route to learning for others may be through perceptions and thoughts (cognitive) or through feeling and emotions (humanistic).

46. While studying each theory, students are asked to consider the following questions: • How do the environment and internal dynamics of the individual influence learning? (learning procedures). • Is the learner viewed as relatively passive or more active? (assumptions about learner). • What is the educator’s task in the learning process? ( educator’s task). • What motivates individuals to learn? ( sources of motivation). • What encourages the transfer of learning to new situations? ( transfer of training).