1.

4 Learning Theories
Taken separately, there are more than a dozen of learning theories. However, these
theories can be grouped into three main classification namely,
1. Associative Learning Theory
2. Cognitive Learning Theory
3. Serial Learning Theory

1. Associative Learning Theory

Behaviors see learning as a result of making a new connection (association) between
events in the environment or between stimuli and response. According to this theory, if a
certain stimulus is followed a response, then the next time that stimulus appears the same
response will follow. For example, a baby learns that the right of a nursing bottle is associated
with the taste of milk.

2. Cognitive Learning Theory

Some psychologist view human being as information processing system and learning
occurs through reorganization of a number of perceptions which allow learner to perceive new
relationships and gain better understanding of subject area. This unique internal organization is
influenced by person’s pasts learning and experiences. New information is processed and then
integrated into the new internal cognitive structure and reorganized or transformed to provide
a modified or new structure.
For example, in the famous animal study of W. Rahler, he arranged an ape’s cage so that
there were bananas hanging from the top and a couple of boxes on the floor. In order to reach
the bananas the ape had to stack one box on top of another and then climb to the top. By doing
so, the ape did not see the problem as a unified whole. It was only after the reorganization of
perceptions that insight into the problem occurred.

3 Social Learning Theory

New behavior units or chunks of behavior are learned initially through observing and
imitating a model through two process of interaction between behavior, person, and
environment.
a) Learning by observation
Learning phenomenoma results from direct experience observing other peoples
behavior and its consequences from them. It enable people to acquire large integrated
patterns of behavior without having to form them by tedious trial and error.
b) Learning through resulting
Complex and novel forms of behavior can be effectively conveyed only by social cues
and modelling in this case. Is an indispensable aspect of learning.
THE LEARNING CYCLE

When you are selecting, adapting or writing training exercise, it is important to make
your decision on which method to use based on a model of how people learn. This
learning cycle includes three stages:

1. Presentation of the learning activity

2. The participant’s response
3. Application to everyday life

THE LEARNING CYCLE

Learning

Initially, learners are involved in some activity that you have selected from the many
learning methods and experiences available. This activity might be relatively passive
like reading or observing a demonstration, or very active like solving a case study or
participating in a role play.

The objectives may be very general like “to explore”…..” to examine” or “to read”…
or very specific like “to name the five causes of performance problem”

The purpose of the learning active is to encourage inductive learning through

reading or deductive learning through experience. In either case, the learning
activity provide the basis for understanding a concept or skill and a foundation for
stage two of the learning cycle.
Training Methods Content determined Learner’s role Senses
by trainer learner Passive Active Sight sound hands
on
 Structured warmed   
up activities

  
presentation
  
Reading
 Both 
demonstration
  
Video/film
Both 
Note- taking
Both 
discussion
 Both 
Questioners
Both  
Fishbowl
  
Case study
In basket   
Card sort

  
Role play
Role play a   
Case study
  
Games
  
Clinics
  
Critical incidents
Structured closure   
activities

Now that you are familiar with these seventeen methods, check your expertise
which each of them.
 Training Methods Content determined Learner’s role Senses
by trainer learner Passive Active Sight sound hands
on
Structured warmed
up activities

presentation

Reading

demonstration

Video/film

Note- taking

discussion

Questioners

Fishbowl

Case study
In basket
Card sort

Role play
Role play a
Case study

Games

Clinics

Critical incidents
Structured closure
activities

Considerations for improving the Training design:

1. Goals/preparation
 What was done or announced to get the group study?
 Were the goals/objectives of the training stated?
 Were the goals explained? Was time allowed for questions?
 Which goals seem to have been reached?
 Were expectations fulfilled?

2. Directions
 Were directions adequate?
 Were to many instructions given at one time?
 Was the time allowed for questions?
 Were instructions followed immediately by action? Did activities intervene
between the instructions their executions?

3. Sessions
 Were the theories or lecturers presented easily understandable?
 Was there an organized flow and clear overview?
 Were the lecturer appropriate?
 Were examples appropriate and clean?
 Was these a summary to pull things together?
 Was there a smooth transition into and out of each session?
 Did the speaker accomplish the stated purpose?

4. Activities
 Were they used appropriately? Did they fit into what was happening?
 Were they well introduced? Were the instructions clear?
 Was there was too much dependence on them?
 Did the activities accomplish their goals?

5. Processing
 What techniques were used to facilitate processing?
 Were reactions solicited? How?
 Were questions helpful in focusing on specific areas of discussion?
 Was processing adequate? Were important areas covered? Was closure
attained?
 Was processing done at appropriate times? Often enough?
 was processing geared to on-the-job application of learnings? How was
follow-through implemented?