This paper is an evaluation of previously held views of learning before class. I will reflect and review these views so that ineffective views will be changed while effective views will be supported with the theories posited by Marcy P. Driscoll.
In her book “Psychology of Learning for Instruction,” Driscoll pointed out that learning as an active process involves acquiring new knowledge through support, engagement, facilitation, and interaction with the environment. She contends that learning is a complex process of intermingling inherent knowledge with new knowledge, not a simple process of gaining new skills or facts, as many think.
Previously, I viewed learning as an active process. An effective learning process requires learners to be active. The active cycle involves progress evaluation, stipulating goals, and motivation. The behaviorism theory suggested by Driscoll augments this view. According to Driscoll, behaviorism as a learning theory stresses the environment’s function in molding human behavior. According to this theory, “response (R) came to be established, or learned, by its association with an environmental stimulus (S)” (Driscoll, 2014, p. 32).
Further, learning occurs when a stimulus occurs, and the learner responds in a specific manner. The learner’s reaction can have positive and negative effects and determine whether the behavior is accepted as good or punished. The consequence of the action will influence the likelihood that the response will be repeated. The purpose of reinforcement is to encourage desirable conduct, while the objective of punishment is to undermine or nullify the chances of that behavior occurring again.
Behaviorism’s emphasis on the importance of observable behavior and measurable consequences has contributed to developing techniques like operant conditioning and behavior modification. Adapting one’s surroundings to affect one’s actions is at the heart of these methods. Driscoll illustrates this point when she asserts that “t observed behavior was a function of these as well as environmental variables such as degree of hunger (drive), size of reward (stimulus-intensity dynamism)” (Driscoll, 2014, p. 32). This theory has been applied in the learning cycles to create learning materials and methods that stimulate learners to behave in a desired manner. As I pointed out earlier, setting goals and motivating students’ plays illustrate this motive. Using rewards in motivation creates positive reinforcement, which encourages desired behavior in the learners.
In addition, I viewed learning as dependent on meaningful context for the learning process to take place. My thoughts were directed to that context is determined by the learner’s interest and experience. In explanation, new knowledge depends on the previously held schema. This view is supported by the cognitive theory suggested by Driscoll (2014). The cognitive learning theory emphasizes the functions of the mind in the learning process. Driscoll suggests that cognitive learning theory involves gaining, processing, and retaining new knowledge based on existing knowledge.
Further, the cognitive theory of learning stresses the significance of students’ schema and existing knowledge. Schemas are people’s mental structures or frameworks to collate and make sense of new information. For new knowledge to be effectively learned, it must be linked to the preexisting schema, or a new schema must be constructed as needed.
Driscoll states, “for instruction to be meaningful and relevant, it must build upon learners’ prior knowledge and help learners to construct cognitive connections between what they already know and what they are being asked to learn” (Driscoll, 2014, p. 77). The emphasis is not on the environmental stimuli but on preexisting knowledge and its relationship with new knowledge. Moreover, Driscoll (2014), when discussing learning and cognition, puts stress on metacognition. She defines metacognition as “one’s awareness of thinking and the self-regulatory behavior accompanying this awareness” (Driscoll, 2014, p. 107). Therefore, learners aware of their cognitive process can monitor their learning, identify areas for improvement, and adjust learning strategies. This explains why older learners are more purposeful and planful in their learning approaches.
Applying this theory requires that teachers inculcate teaching materials that encourage reflection and elaboration. For example, drawing on childhood experiences to explain concepts will awaken the integration and application of new knowledge.
The other view I previously had was that learning requires feedback and assessment. The learning process requires feedback from both learners, and teachers should monitor the process and adjust techniques where necessary. This thought is elaborated by Driscoll (2014) when she discusses the theory of behaviorism. When discussing the importance of feedback, she says, “Feedback not only reinforces a response, it also provides information to the learner as to how performance can be improved. Knowledge of results provides feedback on the quality of a particular performance, and knowledge of progress provides feedback of performance over time” (Driscoll, 2014, p. 63).
The necessity of feedback in the learning process must be considered because it not only offers an assessment of the current level of understanding but also offers strategies for improvement. On the other hand, as suggested by Driscoll, “It is in the assessment that the learning process so heavily emphasized by situated cognition theory conflicts with the products of learning” (Driscoll, 2014, p. 178). It is important for teachers to come up with assessments that analyze the learning process and adaptability of the learning environment to meet learners’ needs. This point is new because I was accustomed to pen-and-paper tests.
Another view on learning I previously held was the importance of collaboration in the learning process. This view demonstrates the need to engage learners in discussion-based encounters, peer feedback, and group projects. This view is supported by Driscoll (2014) when she discusses the constructivism theory in the learning process. This theory implies that learning comes through active engagement with new experiences and information. That is to say; constructivism doesn’t consider learning merely as gaining knowledge. In addition, when commenting on the constructivist view on collaboration, Driscoll states, “constructivists hold to these beliefs about learning and thinking, they emphasize collaboration as a critical feature in the learning environment. Collaboration is not just a matter of asking students to work together in groups or to share their individual knowledge with one another. Rather, collaboration enables insights and solutions to arise synergistically” (Driscoll, 2014, p. 396).
Further, collaboration is important in the learning process because it allows learners to understand other people’s points of view. Through discussions and peer engagements, learners can learn from other people’s points of view. For effective learning, egocentric thinking must be broken through sharing and transmitting knowledge understood and applied by group members. Teachers must understand the implications of constructivism since they are the ones who have to develop learning experiences that enable students to actively construct their view of the world rather than simply collecting information passively. Teachers can facilitate this process by giving students chances for inquiry and discovery, encouraging students to ask questions, and offering feedback supporting students’ academic growth. In addition, instructors can facilitate social interactions among students by encouraging group work or collaborative projects, for example, to assist students in building their knowledge through collaboration. Constructivism is all things considered, a good paradigm for understanding the learning process and devising educational interventions that are both successful and efficient.
Finally, the other view I hold regarding the effective learning process is the importance of social learning. Learning as a social process enhances top-notch thinking and deeper insight. This paradigm is supported by Driscoll (2014) when she deliberated on constructivism. Social interactions with others allow students to demonstrate their understanding, get feedback, and build upon each other’s knowledge. Driscoll emphasizes learning as a form of social negotiation. She says, “Learning in most settings is a communal activity, a sharing of the culture” (Driscoll, 2014, p. 396). Humans’ capacity to develop mental prowess happens through social interaction. Since constructivists share these views on learning, they stress social interaction as a crucial component in the learning process.
After studying Marcy P. Driscoll’s book “Psychology of Learning for Instruction,” my views on learning were supported by the theories explained therein. I was able to integrate my views with the theories suggested and obtain a more excellent insight regarding learning.
References
Driscoll, M. P. (2014). Psychology of learning for instruction. Publisher: Pearson.
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