Home > Theories Supporting The New View Of The Learning Process - Updated: 2003-11-27 11:45 am
The new views of the learning process and the shift to student-centred learning have emerged based on cognitive learning research and the confluence of several theories that have informed our understanding of the nature and context of learning.
Some of the most prominent theories include: sociocultural theory (based on Vygotsky’s intersubjectiveness and Zone of Proximal Development), constructivism theory, self-regulated learning, situated cognition, cognitive apprenticeship, problem-based learning (Cognition and Technology Group at Vanderbilt), cognitive flexibility theory (Spiro et al, 1988), and distributed cognition (Salomon et al, 1993). Each of these theories is based on the same underlying assumptions that learners are active agents, purposefully seeking and constructing knowledge within a meaningful context. The learning environment that may be derived from this view of the learning process is shown in Figure 1.2.
The student-centred environment illustrated in this figure shows that the learner interacts with other students, the teacher, information resources, and technology. The learner engages in authentic tasks in authentic contexts using authentic tools and is assessed through authentic performance. The environment provides the learner with coaching and scaffolding in developing knowledge and skills. It provides a rich collaborative environment enabling the learner to consider diverse and multiple perspectives to address issues and solve problems. It also provides opportunities for the student to reflect on his or her learning.
Although the new learning environment can be created without the use of technology, it is clear that ICTs can provide powerful tools to help learners access vast knowledge resources, collaborate with others, consult with experts, share knowledge, and solve complex problems using cognitive tools. ICTs also provide learners with powerful new tools to represent their knowledge with text, images, graphics, and video.
The new view of the learning process is based on research that has emerged from theoretical frameworks related to human learning. Many reflect a constructivism view of the learning process. In this view, learners are active agents who engage in their own knowledge construction by integrating new information into their schema or mental structures. The learning process is seen as a process of "meaning-making" in socially, culturally, historically, and politically situated contexts. In a constructivism learning environment, students construct their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying these to new tasks, contexts and situations, and integrating the new knowledge gained with pre-existing intellectual constructs.
A constructivist environment involves developing learning communities comprised of students, teachers and experts who are engaged in authentic tasks in authentic contexts closely related to work done in the real world. A constructivist learning environment also provides opportunities for learners to experience multiple perspectives. Through discussion or debate, learners are able to see issues and problems from different points of view, to negotiate meaning, and develop shared understandings with others. The constructivist learning environment also emphasizes authentic assessment of learning rather than the traditional paper/pencil test. Some of the most influential theories that relate to new views of the learning process include:
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Vygotsky’s Sociocultural Theory - by -Vygotsky’s sociocultural theory of human learning describes learning as a social process and the origination of human intelligence in society or culture. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky believed everything is learned on two levels.More
Jean Piaget - by -Based on his research on the development of children’s cognitive functions, Piaget’s work is regarded by many as the founding principles of constructivist theory. He observed that learning occurs through adaptation to interactions with the environment.More
Jerome Bruner - by -Similar to Piaget, Bruner emphasized that learning is an active process in which learners construct new ideas or concepts based upon their prior knowledge and experience.More
Problem-Based Learning - by -The goals of problem-based learning (PBL) are to develop higher order thinking skills by providing students with authentic and complex problems and cases. This approach to learning provides a more authentic context for learning and engages students in authentic tasks.More
Anchored Instruction - by -Anchored instruction is an approach to designing instruction that is 'anchored’ in a real world context, problem or situation.More
Distributed Cognition - by -Distributed cognition emphasizes that cognitive growth is fostered through interaction with others and involves dialogue and discourse, making private knowledge public and developing shared understandings.More
Cognitive Flexibility Theory - by -This theory asserts that people acquire knowledge in ill-structured domains by constructing multiple representations and linkages among knowledge units.More
Cognitive Apprenticeship - by -Cognitive apprenticeship is a term for the instructional process in which teachers or more experienced or knowledgeable peers provide 'scaffolds’ to support learners’ cognitive growth and development.More
Situated Learning - by -Situated learning emphasizes the use of apprenticeship, coaching, collaboration, authentic contexts, tasks, activities and cognitive tools (Brown, Collins & Duguid, 1989).More
Self-Regulated Learning - by -Self-regulated learners are those who are aware of their own knowledge and understandings, i.e., what they know and what they do not know or need to understand. It combines self-observation, self-judgment, and self-reaction.More
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