The readings this week focused on defining learning theory, in particular how learning theories developed in the 20th century inform online learning theory in the 21st century. I must say, I love to discover new words or terms in the courses in this program, and then casually throw them out at work. “Oh yes, I’d be delighted to create a knowledge community on palliative care on our campus.”
I enjoyed reading about the three primary learning theories: behaviorist, cognitivist and constructivist as described by Harasim (2012, p. 9). I do strongly believe that all three theories inform online, face-to-face and blended learning as pointed out by Ally (2008, p. 20). Students would rather roll with the behaviorist theory (fact-based, right-or-wrong information, one correct answer, memorization and recall questions), and they don’t realize this is not in their best interests at the end of the day (with the end of the day actually being their board exam, or being a highly functioning pharmacist). Sadly, many faculty also simply embrace behaviorism as well, and never expect more from students. I think constructivism is an example of developing critical thinking skills, and learners need to understand how to do this, and why it’s important. You can only coast so long and so far using “Because Dr. McPherson said so” as your rational for therapeutic drug decision making!
The last paper I read this week was Saba’s article which included a discussion on the chaos of learning (2003). First, I read a LOT of technical papers, and I think this is the most ten dollar words I’ve seen in one article! Sadly, I also found this article difficult to read – both literally and figuratively! I did get pretty excited when we were forced to dive a little deeper and explore the “cusp of chaos” idea Saba discusses (p. 15). I can visualize all the possible neuronal connections that exist in the learning process – pretty much a million factorial! I think part of the responsibility of being an educator is anticipating their chaos, doing a temperature check, and getting learners back on track! However, I think Saba needs to practice being a little more pragmatic himself!
Looking forward to next week!
Ally, M. (2008). Foundations of educational theory for online learning. From The Theory and Practice of Online Learning, pp. 45-74.
Harasim, L. (2012). Learning theory and online technologies (p. 10). New York, NY: Routledge.
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M. G. Moore (Ed.,), Handbook of Distance Education (2nd ed.). pp. 3-19.
I enjoyed reading about the three primary learning theories: behaviorist, cognitivist and constructivist as described by Harasim (2012, p. 9). I do strongly believe that all three theories inform online, face-to-face and blended learning as pointed out by Ally (2008, p. 20). Students would rather roll with the behaviorist theory (fact-based, right-or-wrong information, one correct answer, memorization and recall questions), and they don’t realize this is not in their best interests at the end of the day (with the end of the day actually being their board exam, or being a highly functioning pharmacist). Sadly, many faculty also simply embrace behaviorism as well, and never expect more from students. I think constructivism is an example of developing critical thinking skills, and learners need to understand how to do this, and why it’s important. You can only coast so long and so far using “Because Dr. McPherson said so” as your rational for therapeutic drug decision making!
The last paper I read this week was Saba’s article which included a discussion on the chaos of learning (2003). First, I read a LOT of technical papers, and I think this is the most ten dollar words I’ve seen in one article! Sadly, I also found this article difficult to read – both literally and figuratively! I did get pretty excited when we were forced to dive a little deeper and explore the “cusp of chaos” idea Saba discusses (p. 15). I can visualize all the possible neuronal connections that exist in the learning process – pretty much a million factorial! I think part of the responsibility of being an educator is anticipating their chaos, doing a temperature check, and getting learners back on track! However, I think Saba needs to practice being a little more pragmatic himself!
Looking forward to next week!
Ally, M. (2008). Foundations of educational theory for online learning. From The Theory and Practice of Online Learning, pp. 45-74.
Harasim, L. (2012). Learning theory and online technologies (p. 10). New York, NY: Routledge.
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. In M. G. Moore (Ed.,), Handbook of Distance Education (2nd ed.). pp. 3-19.
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