Alternative Learning System free essay sample

In essence,  three basic assumptions  are held to be true. [original research? ]  First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning. There are two types of possible conditioning: )  Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of  Pavlovs Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. We will write a custom essay sample on Alternative Learning System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat. In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2)  Operant conditioning  where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by  B. F. Skinner  and is known as  Radical Behaviorism. The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a  gestalt  psychologist[3]  . He criticized behaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled  cognitive theories. Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into  short term memory  and  long term memory  are important to educators working under the cognitive theory[4]  . The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize. Once memory theories like the  Atkinson-Shiffrin memory model[5]  and Baddeleys  working memory  model[6]  were established as a theoretical framework in  cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like  cognitive load  and  information processing  theory. These theories of learning play a role in influencing  instructional design. [7]  Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. Educators employing a cognitivist approach to learning would view learning as internal mental process (including insight, information processing, memory, perception) where in order to develop learner capacity and skills to improve learning, the educator structures content of learning activities to focus on building intelligence and cognitive and meta-cognitive development Constructivism Main article:  Constructivism (learning theory) The learning theories of Jean Piaget, Jerome Bruner, Lev Vygotsky and John Dewey serve as the foundation of constructivist learning theory. 8]  Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, learning involves constructing ones own knowledge from ones own experiences. Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be app lied in a practical real-world context. This is also known as  social constructivism  (see  social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members. [9]  Constructivism itself has many variations, such as  Active learning,  discovery learning, and  knowledge building. Regardless of the variety, constructivism promotes a students free exploration within a given framework or structure. 10]  The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice