Learner Motivation, A Reflection

The “Learning Theories and Instruction” course has helped me to further my knowledge on how people learn. One thing I found most surprising is the concept of Information Processing, the brain, and how information is stored into Long Term Memory (LTM) and Short Term Memory (STM).  Successful learning occurs when participants store the content into LTM.  To accomplish this task, specific methods have been developed.  Research states that when a person stores information into LTM, the learner can retrieve it for future use.  For example, Dr. Ormrod suggests using the Cognitive Information Processing Theory to successfully retain information.  “Cognitive information processing theories focus on how people attend to environmental events, encode information to be learned and relate it to knowledge in memory, store new knowledge in memory, and retrieve it as needed” (Ormrod, 2009).   Using previous experiences and relating them to new information helps the learner to receive and retain the information.  In addition, “Learning strategies such as selecting and organizing information, rehearing material to be learned, relating new material to information in memory, and enhancing meaningfulness of material will assist in the learning process” (Ormrod, 2009).  Therefore, I learned that how a participant learns is just as important as what the participant learns.

As a professional and advocate for learning, I have not considered how I learned content throughout the previous years.  Instead, I have always considered the participants and how they learn and absorb the content.  “Learning is a multifaceted process that individuals typically take for granted until they experience difficulty with a specific task” (Ormrod, 2009).  However, this course helped me to identify with my own learning process. I discovered that I learn more productively when the theory of Behaviorism is applied.  “The goal of instruction for a behaviorist is to elicit the desired response from the learner who is presented with a target stimulus” (Ertmer, 1993). 

As I learn, I tend to ask questions and participate by responding with comments or suggestions on content. In addition, I enjoy participating by answering questions presented by the facilitator.   The key elements of Behaviorism are the stimulus (the question asked), the response (participation), and the association between the two (Ertmer, 1993, p. 55).  Also, I have a deeper understanding of my learning style.  Initially I thought I was simply a visual learner, but after researching all of the learning styles, I discovered that my style fluctuates depending on the complexity of the content being presented.  It is important to give learners the option to choose a different instruction method if the initial learning style is not effective.  “In other words, students preferred to have lessons explained using a different instruction method when they were required to repeat a concept/lesson” (Gilbert, 2008).  I learned that using a combination of learning styles in a classroom has proven to be effective in creating a quality learning environment.  

The connection between learning theories, learning styles, educational technology, and motivation is very strong.  Depending on the content and structure of the learning environment, each of these components must be considered prior to the implementation of the training session.  The learning theory helps the instructor to understand how the class with absorb the information and the learning style should accommodate that theory.  For example, Terminal Behavior specifies ahead of time what the learning behavior should be at the conclusion of the training session.  Moreover, this theory displays the competency level, and the outcome of the learning.  The learning style is the method or process to achieving the specific outcome or behavior.

Educational Technology provides additional resources for instructors to broaden the knowledge of their participants.   It is available in a variety of formats to be used in an online environment.  The Horizon report outlines several technologies that are or will be adopted within the next five years.  Blogs, online communities, mobiles, personal webs, and web conferencing are a few examples of integrating technology into instruction.  Finally, motivating adult learners is essential in bringing all the components (learning theories, learning styles, motivation) together.  Adult learners are motivated because they simply “need to know” (Ormrod D. J., 2012).  It is important to grasp the learner’s attention in the beginning, so they are motivated to learn the content.

Moving forward, the knowledge I have gained in this course will enhance my skills as an Instructional Designer. For example, using the Learning Theory Matrix as a guideline will help me to design courses based the participants’ learning process.  Once the process is determined, I will use a variety of learning strategies to ensure storage into LTM.  Also, I will give consideration to all types of learning styles (visual, audio, kinesthetic), and adjust them whenever necessary. As mentioned earlier, learning styles may fluctuate depending on the complexity of the content.   In addition, implementing learning methods such as Elaboration, Comprehension Monitoring, and Mnemonics will help my participants to learn effectively.  Finally, Instructional Scaffolding will help me to further extend the range of my learners.  Class discussions, peer to peer tutoring, cooperative learning, and apprentices will be used to build knowledge within the organization. 

Works Cited

Ertmer, P. &. (1993). Performance Improvement Quarterly. Behavorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. , 50-71.

Gilbert, J. &. (2008). Learning Styles: How do they Fluctuate? Institute for Learning Styles Journal .

Ormrod, D. J. (Director). (2012). Motivating in Learning [Motion Picture].

Ormrod, J. S. (2009). Learning Theories and Instruction. New York: Pearson.