Learning Theories

1. Learning Theories

2. Introduction In adult education/training programs having an understanding of how people learn is a very important aspect of the instructional design process. Because there is such a diverse group of learners, instructional designers must be able to incorporate various ways people learn into their design to provide a meaningful instruction that will benefit all learners.

3. English as a Second Language The Adult English as a Second Language program at Central Piedmont Community College understands that adults have busy lives and various learning styles, therefore, they offer various ways to study English. Adults in the ESL program have the choice of going through the program by taking classes in one of the following formats: • Classroom instruction • Online instruction • Self-study instruction

4. Their program is geared for adult immigrants who are not proficient with the English language.

5. Various Levels The program uses a North Carolina Community College system approved assessment process. The assessment is a standardized test developed for adults (NC Assessment FAQ). The assessment is used to place learners in the appropriate level and to document their progress. The six possible levels in which student may enter are: • ESL Beginner Literacy • ESL Beginner • ESL Intermediate Low • ESL Intermediate High • ESL Advanced Low • ESL Advanced High

6. Cognitivism The program utilizes the elaboration theory of cognitivism in that students may enter one of six different levels based on their assessment test score. The elaboration theory suggest that the learner should: • Develop a meaningful context into subsequent ideas • Skills can be assimilated (George Mason University)

7. Elaboration Theorist Charles Reigeluth of Indiana University posited Elaboration Theory an instructional design model that aims to help select and sequence content in a way that will optimize attainment of learning goals (Moukali). Because students in the ESL program are placed in different levels based on their test scores the instruction that they receive should be organized from a simple to complex order.

8. Elaboration Impact on Teaching The elaboration theory impact on teaching is that the teacher/trainer can help learners assimilate the information they learn by introducing the learning material from simple to complex appropriate for each different level that a student is placed into.

9. Behaviorism The ESL program at Central Piedmont Community College also utilizes the individualized instruction theory of behaviorism theory. CCPC recognizes there are various levels of perceived needs and self-direction that adults learners possess (Hiemstra & Brockett, 2009). CPCC offers three different ways in which students may take the course: • Traditional Adult ESL classes • Distance Learning English • Self-study English Language Lab Instruction is offered in both leveled and multi-level settings. Self- study English Language Lab and Distance Learning English classes are multi-level.

10. Individualized Instruction Theorist The Keller Plan was developed for college classes in 1963 by F.S. Keller. The plan states that instruction should be: • Individually paced • Should promote mastery learning • Lectures and demonstrations should be motivational rather than critical information (Merger, 1998).

11. Individualized Instruction Impact on Teaching Because there are six different levels in which ESL learners can be placed into, a teacher should deliver their instruction to accommodate the differences in: • Ability • Style • Preferences of various students to improve learning outcomes (Jonassen).

12. Conclusion The ESL program at Central Piedmont Community College utilizes the elaboration theory in that learners are placed in one of six different levels and the program also utilizes the individualized instruction theory in that learners can choose one of three different formats in which to take the course.

13. References Central Piedmont Community College. (n.d.). Adult English as a Second Language. Retrieved October 12, 2010, from http://www.cpcc.edu/esl George Mason University. (n.d.). Embedded Theories. Retrieved October 13, 2010, from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/theories.htm#elaboration Hiemstra, R., & Brockett, R. G. (2009, January 1). From behaviorism to humanism: Incorporating self-direction in learning concepts into the instructional design process. Retrieved October 12, 2010, from http://www-distance.syr.edu/sdlhuman.html Jonassen, D.H., & Grabowski, B. L . (1993). Handbook of Individual Differences, Learning, and Instruction. Retrieved October 15, 2010, from http://create.alt.ed.nyu.edu/courses/2175/reading/Jonassen.pdf Merger, B. (1998, May). Instructional Design & Learning Theories. Retrieved October 15, 2010, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm Moukali, Khalid. (n.d). Elaboration Theory (C. Reigeluth). Retrieved October 15, 2010 from http://people.ku.edu/~moukali/portfolio/courses/course_1/assign_2/webdesign/Theory1.html North Carolina Community College. (n.d.). NC Assessment FAQ. Retrieved October 13, 2010, from http://www.ncccs.cc.nc.us/basic_skills/DocumentsLoad/NC%20Assessment%20FAQ.pdf