Introduction to the Learning Process

Learning Outcomes
After completing this module, you will be able to:

Identify the four different domains of learning

Identify two main learning theories
Distinguish between 'curriculum learning' and 'incidental learning' in the
classroom
Choose an everyday example of 'educational readiness' from a list of
examples
Define 'usefulness' or 'transfer' in relation to learning

Learning is generally defined as relatively permanent changes in behaviour,

skills, knowledge or attitudes resulting from identifiable psychological or
social experiences.
A key feature is permanence: changes do not count as learning if they are
temporary. You do not learn a phone number if you forget it the minute
after you dial the number; you do not learn to like vegetables if you only
eat them when forced. The change has to last.

Learning can be physical, social, emotional or cognitive. You do not learn to

sneeze by catching a cold, but you do learn many skills and behaviours that
are physically based, such as riding a bicycle or throwing a ball. You can also
learn to like (or dislike) a person, even though this change may not happen
deliberately.

Learning is not the same as teaching. The distinction between learning and
teaching is especially important for teachers to remember. Teachers must
be careful not to confuse their efforts (i.e. their teaching) with what
students get from their efforts (i.e. the students learning).
The circumstances of teaching, e.g. the number of students in the
classroom, can influence teachers perceptions of learning, and therefore
also influence how they teach.

There are several major theories of learning. The two main theories that
are explained in this course are behaviourism and constructivism.
Type 1: Behaviourism
This theory emphasises the links that can often be observed among overt
behaviours and the circumstances of the behaviours. The variety of
behaviourism called operant conditioning has been used by a number of
educators to explain and organise management strategies for certain
students, especially those with behavioural problems.
Type 2: Constructivism
This theory emphasises the inner thoughts of learners. There are many
varieties of constructivism but the two main varieties are psychological
constructivism and social constructivism. Psychological constructivism
emphasises the independence of learners thinking and social constructivism
emphasises learners need for social connections while learning.

Teachers Perspective on Learning

For teachers, learning usually refers to things that happen in schools or
classrooms, even though every teacher can of course describe examples of
learning that happen outside of these places. Teachers perspectives on
learning often emphasise the following three ideas:
1. Curriculum content and academic achievement
2. Sequencing and readiness
3. The importance of transferring learning to new or future situations
Sometimes teachers tend to emphasise whatever is taught in schools
deliberately, including both the official curriculum and the various
behaviours and routines that make classrooms run smoothly. In practice,
defining learning in this way often means that teachers equate learning
with the major forms of academic achievement - especially language and
mathematics - and to a lesser extent musical skill, physical co-ordination or
social sensitivity (Gardner, 1999, 2006).
In the classroom, there is a lot of learning that takes place alongside the
explicit learning of the curriculum. This is called incidental learning and it
occurs without the teacher or learner deliberately trying to make it happen.
Teachers often see this incidental learning and welcome it in their
classroom. But their responsibility for curriculum goals more often focuses
their efforts on what students can learn through conscious, deliberate
effort. The distinction between teaching and learning creates a secondary
issue for teachers: educational readiness. This concept traditionally
referred to how well students were prepared to cope with or profit from the
activities and expectations of school.
Example:
A young child is ready to start school if he or she:
Is in good health
Shows moderately good social skills
Can use a pencil to make simple drawings
Can take care of personal physical needs
At older ages, e.g. university level, the term readiness is often replaced by
a more specific term: prerequisites.

It must be noted that this traditional meaning of readiness as preparedness

focuses attention on students adjustment to school and away from the
reverse.
Schools and teachers also have a responsibility for adjusting to students.
Example: If a 5-year-old child normally needs to play a lot and keep active,
then a teacher needs to be ready for this behaviour by planning an
educational program that allows a lot of play and physical activity. Another
result of focusing the concept of learning on classrooms is that it raises
issues of usefulness or transfer. This is the ability to use knowledge or skill
in situations beyond the ones in which they are acquired. Learning to read
and learning to solve arithmetic problems are major goals of the initial
school curriculum because these skills are meant to be used not only inside
the classroom, but outside as well.

Summary
The main points from this module are as follows:
Learning is generally defined as relatively permanent changes in
behaviour, skills, knowledge or attitudes resulting from identifiable
psychological or social experiences.
Learning can be physical, social, emotional or cognitive.
Learning is not the same as teaching.
Two of the main learning theories are behaviourism and constructivism.
Behaviourism emphasises the links that can often be observed among
overt behaviours and the circumstances of the behaviours.
Constructivism emphasises the inner thoughts of learners.