How do we learn

How do we learn and how can we help our students/clients learn more effectively? This question is top of mind for most educators and trainers around the world. By combining 3 dominant learning theories I propose the Equilibrium theory of learning.

I am currently undertaking the Post Graudate Diploma in Training & Education. In a recent group activity, we were asked to unify the 3 dominant learning styles (behaviorism, social cognitivism and constructivism) into one learning theory.

Key points

This is a theory, research and testing would be required to validate the relationships of the variables shown in the diagram.

Learning is a process that occurs and is influenced both internally and externally.

Internal considerations include the learner processing information, their motivation towards learning, their goals, the belief that they can learn it (self efficacy), experience and the cognitive ability etc.

External considerations include: stimulus, incentives, role models, peer groups, social/cultural influences, availability of leaning materials, pedagogy, the teaching environment/process.

Equilibrium seeks to reconcile the fact that internal and external factors both shape the learners ability to learn and can be part of the learning process itself. For example, the existence of a well structured course with concise materials may elicit the desire to learn and facilitate it by the availability and easy consumption of the materials thus is a virtuous circle.

Common factors across behaviorism, social cognitivism and constructivism:

A driving force: Goals, motivation, stimuli, incentives.

Memory, repetition, trial & errors, pattern recognition.

Base knowledge which can be built up, linear progression, semi-permanent learning.

Interaction: with internal and/or external stimulus: learning generally has an external prompt with is internalized by the learner. Some learning can be a solitary event (reading a book) or with others (group work) however in both cases the learners interacts with an external variable (the book or classmate/teacher).

Elicits change: Most learning elicits a change in the learners behavior however this may only be content specific. Example: learning to drive may only show behavioral change when driving or being a pedestrian/cyclist. It will not show a change in behavior while the learner is at a meeting, swimming or some other content unrelated to the learning domain.

What do you think

Do you agree or disagree with this theory?

How can it be improved or expanded upon?

How could this apply to your students or clients?

Your input is greatly appreciated, please leave questions & comments in the section below or private message me if you prefer.