Learning Theories

Andragogy

            Malcolm Knowles’ theory of andragogy is based on his hypotheses about the differences between the way adults and children learn (Knowles, 1970). Characteristics include two-way communication, self-directed and problem-centered learning, and treatment of knowledge and experience as a rich resource for learning (Knowles, 1970). Some examples of these principles are listed below:

·         I often commented to my students that if they combine their experience with my teaching on theory, we could create a symbiotic exchange of useful information. I regularly asked them for examples of their experiences in training at Merck.

·         I assumed that my learners would be at least somewhat motivated, since they were interested in the promotion that placed them in my class and had exhibited quality training practices in the past in order to receive this promotion. Still, I tried to give students some autonomy, by allowing them to give input regarding the specifics of assignments and the content on which to focus during class meetings.

·         I encouraged motivation to learn by addressing problems and needs that were relevant to the students; I consistently emphasized why this material was important, and how it could make them more effective trainers.

Cognitivism

I see cognitivism as perhaps the most major influence on the field of instructional design, because it is a theory that advocates for instructor consideration of learner processing of information and takes perspectives ranging from brain-based to psychological. I consciously considered how my learners would process the information, and I tried to mediate between the students without any knowledge and Michele, the student who holds a Master’s in HRD.

I also ensured that I built a basic foundation that led to progressively more complex information. I started with learning theories during previous class meetings, but I spent more time on instructional theory and models during this facilitation. Although the students wanted to jump right into this material, it was important that they had a firm understanding of learning theories first, as instructional design builds on these principles. For example, I covered Bloom’s taxonomy of the cognitive learning domain before explaining how this plays into the objective formation step of good instructional design.

Social Learning

Social Learning theory was developed by Albert Bandura (1986) according to this concept of triadic reciprocality, which defines how personal, environmental, and behavioral factors influence learning. Personal factors are based in prior knowledge, which is built from past experience. I was highly aware that my students brought extensive prior knowledge of various training scenarios but had little experience with the theoretical background. The substandard nature—by HRD standards—of the Merck training culture was considered to be an influential environmental influence. The intersection of these factors to produce changes of behavior, or application of new knowledge in the workplace—is the goal of any instructor. 

Modeling is the key process in the social component of Bandura’s theory. The best models are competent in the subject and take time to explain their process as they are modeling.. Although I was not modeling a skill, I would explain how I used the knowledge I was trying to convey to students in the design of my presentation itself. In this lesson, I wanted students to notice that I followed a number of the theories and models that I was teaching to them at the time, such as Gagné’s 9 Events, Bloom’s taxonomy, Keller’s ARCS model, and Malcolm Knowles’ theory of andragogy.

Finally, social learning theory places an emphasis on the role that self-efficacy plays in the learning process; it is part of the instructor’s job to increase the self-efficacy of students. To achieve this goal, I strived to grade students in the context of their peers. It seemed unfair to hold them to traditional graduate student standards, since one student only had a HS diploma and two others studied engineering in college. I built confidence by breaking work into smaller, more achievable steps and by giving supportive feedback.

Constructivism

            A constructivist style of teaching is most useful for brainstorming solutions to complex problems, which necessitates a basis of prior knowledge and the ability to apply this knowledge to new situations. I determined that the most appropriate timing of this learning format would be at the conclusion of the lesson, as students discussed their ideas about application of this material—both in the online learning modules and at Merck. This activity encouraged learners to explore solutions to real-world problems, build on the ideas of their peers, and take multiple perspectives into account.

            Furthermore, throughout the course students were encouraged to rely on their prior knowledge and experience to make sense of the theoretical background that I aimed to provide. These experienced employees already know some implicit ideas about training, they just need the foundational information—theories, models, strategies—to improve their practice as they understand why and how learning occurs. I used examples to help learners mentally rehearse how their new knowledge could be applied; thus modifying their existing schemas from years of experience without the formal training.