Chapter 03: Learning

1. Two Approaches of Learning

(Cognitive Approaches & Behaviorist Approaches)

2. Implications of Behaviorist vs. Cognitive Approaches

3. Integration of Cognitive & Behaviorist Approaches

4. Two Integrative Theories of Learning

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 Learning

5. Bandura’s Social Learning Theory

6. Relating Instruction to Learning

7. Why do adults resist learning

8. Training that Motivates Adults to Learn

9. Individual differences related to learning

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There are three(03) approaches of learning from another
perspective
1. Jug and Mug Approach
2. Clay and Potter
3. Plant and Gardener

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 (1) Two Approaches of Learning (Cognitive Approaches &
Behaviorist Approaches)

Cognitive Approaches Learning brings a relatively permanent change in cognition

occurring as a result of experience

Behaviorist Approaches

Learning brings a relatively permanent change in behaviour

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(2) Implications of Behaviorists versus Cognitive

Approaches
The Behaviorist Approach------ Learning is
controlled by the environment
The trainer controls the learning by
controlling the stimuli & -----------------the
consequence that the learner experiences

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(2) Implications of Behaviorists versus Cognitive

Approaches
The Cognitive Approach---learning is
controlled by the learner

Prospective learners come to training with

their own set of goals -------- they decide what
to learn & how to learn

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(3) Training Implications of Behaviorist vs. Cognitive Approaches

Issue Cognitive Approach Behaviorist Approach

Learner’s Role Active Passive
Instructor’s Role Facilitator Director
Learner Motivation More Internally Motivated More externally Motivated

Training Climate Relaxed Formal

Instructional Goals Mutually developed Developed by instructor

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 (4) Integration of Cognitive & Behaviorist
Approaches
 Each of these two approaches ------provide
--------------------------practical tools for
increasing the effectiveness of training

 Relatively permanent cognitive change can

occur ----------------in the absence of
observable behaviour

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 (5) Integration of Cognitive & Behaviorist
Approaches
 Until the learner engages in activity related
to the topic, no one other than the learner
-------------------------------- knows that learning
occurred
 The more the learner will engage in behavior,
the more permanent will be the behavior

 Behavior--------- an important measure of

learning & a means of learning
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 (5) Integration of Cognitive & Behaviorist Approaches

Learning brings a relatively permanent change in cognition

resulting from experience that influences
behaviour

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 6. Bandura’s Social Learning Theory (includes
more cognitive processes)
 Events & consequences in the learning
situation are cognitively
processed-------------------------------- before they
are learned / influence the behavior

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 Cognitive Processes

Motivation

Attention

Retention (some of the information will be retained &

some will be lost)

Behavioral Reproduction (Repeated Practice)

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 7. Relating Instruction to Learning

Developed by
A micro theory of Gagne and his associates
instructional design is

a guide for designing training

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 7. Relating Instruction to Learning
• Instructional Events
i. Gaining attention
vi. Obtaining the performance

ii. Informing the goal

vii. Providing feedback

iii. Stimulating recall of prior knowledge viii. Assessing performance

iv. Presenting the material ix. Enhancing retention & transfer

v. Providing learning guidance

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8. Why do adults resist learning

Lack of Motivation

Group Dynamics

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 Group Dynamics
• the interaction & interpersonal relationships
between members of a group & ------------- the
ways in which groups form, function, &
dissolve, beliefs, values and norms of the
group members
• Group dynamics ----------- an important aspect
of successful teamwork
• a factor influencing the outcome of any form
of group activity, including training courses

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10. Training that Motivates Adults to Learn

Training Relevance, value &

readiness to learning

Involving Trainees in the process

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 11. Individual differences related to learning

i. Instrumentality (Desire for immediate

applicability of the material)
ii. Skepticism (Need for logic, evidence &
examples)
iii.Resistance to change (Fear of Unknown)

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iv. Attention Span
v. Expectation Level (quality/quantity requirement of
training)
vi. Dominant Needs (Intrinsic/Extrinsic motivators that
drive the trainee)
vii. Absorption Level (Speed at which the trainees can
absorb the new material)
viii. Relevant Interest (Trainee’s personal interest in the
material)

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