Term
| Adult Learning Theory (K.P. Cross-CAL model) |
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Definition
| Attempt to integrate andragogy, experimental learning and lifespan psychology. Consists of two variables: personal characteristics, and situtational characteristics. |
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Term
| Principles of Adult Learning Theory (CAL) |
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Definition
1) Adult learning programs should capitalize on the experience of participants.
2) Adult learning programs should adapt to the aging limitations of the participants.
3) Adults should be challenged to move to increasingly advanced stages of personal development.
4) Adults should have as much choice as possible in the availability and organization of learning programs. |
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Term
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Definition
| A theory of learning designed specifically for adult learning. |
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Term
| Andragogy assumptions about adult learning |
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Definition
1) Adults need to know why they need to learn something.
2) Adults need to learn experientially,
3) Adults approach learning as problem-solving,
4) Adults learn best when the topic is of immediate value. |
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Term
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Definition
1) Adults need to be involved in the planning and evaluation of their instruction.
2) Experience (including mistakes) provides the basis for learning activities.
3) Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
4) Adult learning is problem-centered rather than content-oriented. |
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Term
| Experimental Learning Theory (Carl Rogers) |
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Definition
| According to Rogers, equivalent to a persons change and growth. Role of teacher is: 1) set a positive climate for learning, 2) clarify purposes to the learner, 3) organize and make available learning sources, 4) balance intellectual and emotional components to learning, 5) share feelings and thoughts without dominating. |
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Term
| Experimental Learning Principles |
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Definition
1) Significant learning takes place when the subject matter is relevant to the personal interests of the student
2) Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum
3) Learning proceeds faster when the threat to the self is low
4) Self-initiated learning is the most lasting and pervasive. |
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Term
| Information Processing Theory(G. Miller) |
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Definition
| Consisting of two parts: "Chunking" as a short term memory process, and TOTE (Test, Operate, Test, Exit). |
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Term
| Information Process Theory Principles |
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Definition
1) Short term memory (or attention span) is limited to seven chunks of information.
2) Planning is a fundamental cognitive process.
3) Behavior is hierarchically organized |
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Term
| Multiple Intelligence forms |
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Definition
| 7 forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (metacognition) and interpersonal. |
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Term
| Multiple Intelligences (Gardner) |
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Definition
| Suggests that there are a number of distinct intelligences each individual possesses, thus teaching should focus on an intelligence of a specific person. |
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Term
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Definition
| Events are understood in terms of scripts, plans, other knowledge structures and previous experiences. |
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Term
| Script Theory application |
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Definition
| explain language processing and higher learning skills. |
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Term
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Definition
| Maintains that learning is a function of activity, context and culture. (Contrasts with most classroom learning that is based in out-of-context abtract learning) |
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Term
| Situated Learning Principles |
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Definition
1) Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge.
2) Learning requires social interaction and collaboration. |
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Term
| Social Learning Theory (Bandura) |
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Definition
| Emphasizes the importance of observing and modeling behavior. Explains human behavior "continuous reciprocal interaction between cognitive, behavioral, an environmental influences." |
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Term
| Social Learning components |
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Definition
| 1) Attention, 2) Retention, 3) Motor Reproduction, 4) Motivation. |
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Term
| Social Learning Principles |
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Definition
1) The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing.
2) Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3) Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value |
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Term
| Attribution Theory (Weiner) |
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Definition
How individuals interpret events and how this relates to behavior/thinking. Ability, effort, task difficulty, and luck important in a learners achievement.
Associated with concept of motivation. |
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Term
| Attribution Theory principles |
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Definition
1) Attribution is a three stage process: (a) behavior is observed, (b) behavior is determined to be deliberate, and (c) behavior is attributed to internal or external causes.
2) Achievement can be attributed to (a) effort, (b) ability, (c) level of task difficulty, or (d) luck.
3) Causal dimensions of behavior are (a) locus of control, (b) stability, and (c) controllability. |
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Term
| Cognitive Dissonance Theory (Festinger) |
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Definition
| Theory where an inconsistency in attitude/belief causes need for change. Three ways to eliminate dissonance: 1) reduce importance of dissonant belief, 2) add consonant beliefs to outweigh dissonance, 3) change dissonant beliefs so no longer inconsistent. |
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Term
| Cognitive Dissonance Theory application |
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Definition
| Applies to situations of attitude formation and change (decision making, problem solving.) |
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Term
| Constructivist Theory (Bruner) |
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Definition
| Maintains learning is an active process, learners construct new ideas and concepts. Instructor encourages students to discover processes by themselves. |
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Term
| Constructivist Theory principles |
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Definition
1) Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2) Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3) Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). |
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Term
| Transformational Theory (Mezirow) |
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Definition
| Learners interpret and reinterpret their experiences. Instrumental and Communicative learning. |
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Term
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Definition
| Instrumental learning focuses on learning through task-oriented problem solving and determination of cause and effect relationships. |
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Term
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Definition
| Communicative learning involves how individuals communicate their feelings, needs and desires. |
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Term
| Transformational Theory principles |
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Definition
1) Adult exhibit two kinds of learning: instrumental (e.g., cause/effect) and communicative (e.g., feelings)
2)Learning involves change to meaning structures (perspectives and schemes).
3) Change to meaning structures occurs through reflection about content, process or premises.
4) Learning can involve: refining/elaborating meaning schemes, learning new schemes, transforming schemes, or transforming perspectives. |
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