The authors (Marton and Saljo, 1976) study, consistent with other refinements made (e.g., Biggs, 1987), suggests that a learning approach subsumes two major facets, motives versus strategies. This distinction is a major aspect for consideration, given some researchers continuously use the terms “approach or strategy” to define learning approach. This interchange is erroneous, as the latter term is concerned exclusively with one’s own strategy engagement, maladaptive or meaningful, to make sense of the contents at hand (Biggs, Kember, &Leung, 2001). It is important then, to note that an approach to learning (e.g., a superficial approach) branches to include also a motive as to why one would want to learn?
The achieving-approach to learning, theorized (Biggs, 1987) and tested by a number of researchers(e.g., Kember & Leung, 1998; Phan & Deo, 2007,2008; Sachs & Gao, 2000), is the alternative to both the deep and surface
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A deep learning approach, in terms of motives or strategies, for example, is associated dialectically with personal self-efficacy beliefs for academic learning and a mastery goal orientation (Dupeyrat & Mariné, 2005; Liem, Lau, & Nie, 2008; Midgley et al., 1998; Miller, Greene, Montalvo, Ravindran, & Nicholls,1996; Senko & Miles, 2008; Simons, Dewitte, & Lens, 2004; Sins, van Joolingen, Savelsbergh, & van Hout-Wolters, 2008). Self-efficacious students, for example, and those who engage in learning for personal growth and interests are more inclined to utilize in depth hand meaningful strategies in the course of their
Learning is important for countless reasons, the most important reason being that it molds a person into who he or she is. What people choose to learn, and also what they choose not to, create the core of their opinions as individuals. Though people do not admit it or openly declare it, it is fair to say almost everyone is self centered. Because of this, and the fact that learning dramatically affects a person, learning is not only thrilling, but also expressive. Furthermore, since learning is expressive, its meaning varies from person to person, therefore making each person’s experiences with learning unique and life changing.
In an article I read written on July 13, 2014 by Ken Bain “Flummoxed by Failure-or Focused?” he discussed how there are two types of students the “helpless” student who think they aren 't smart enough and the “mastery” or “growth” students who will try everything before they cave in and how students the “hopeless” students think their intelligence is fixed. Also in an interview with Ken Bain conducted by the Project Information Literacy on October 10, 2012 , Mr. Bain discussed more of his view on learning like that you don 't learn from your experiences, but about thinking about your experience which is a process he called “deep learning”. He also discusses issues with strategic learner who basically only perform for the high grade and don 't ask questions after they get their answer. Many students have this notion that learning is all about getting a high grade and once they have it they are done, But if they do it just for the grade it can cause some serious problems, they won’t learn how to deep learn, and it can maybe affect their career.
Olson, M. H., & Hergenhahn, B.R. (2012). An introduction to the theories of learning (9th ed.)
Self-efficacy is described as the beliefs of the students of their capability to gain a project (Pintrich & de Groot, 1990). On this regard, self-efficacious students are optimistic of their ability to achieve movements wanted to deal with ambiguous, unpredictable and annoying occasions (Bandura, 1986). Tang and Neber (2008) claimed that self-efficacy represents the novices’ subjective perception in their possess competence for top area specified achievements. In different words, self-efficacy is a self-comparison belief regarding ones’ potential to grasp a mission, whether or not convenient or problematic, and to supply positive results. Consistent with Schunk (1989), self-efficacy can impact an understudy to pick what style of workouts to get comprise in. Motion that wants extra mental potential will attract larger self powerful understudies; nevertheless understudies who've low feeling of viability have a tendency to keep a strategic distance from it. Self-robust understudies are more fruitful in performing scholarly assignments and are extra disposed to test themselves with tough errands and they are spurred to make use of extraordinary methods for errand accomplishment. They're additionally more distinctive in scientific figurings and exhibit better ingenuity in tackling disorders contrasted with their low-useful partners (Pajares & Graham, 1999).In a associated learn, Nicolaidou and Philippou (2003) explored the relationships between scholars’
There are several types of learning styles that are recognised. The basic form, which is well known, is associative learning, making new associations between events in the envi...
According to the authors (Entwistle & Ramsden, 1983), differences between approaches to learning concern the differences that what learners are focusing on, what they are trying to achieve and how they are going about it. In the deep approach, students intend to extract meaning and, thus, engage in an active process of learning that involves relating ideas and searching for patterns and principles (Entwistle, 2000). Furthermore, the deep approach is argued to promote understanding and long-term retention of ideas that could result in long-term and meaningful outcomes of higher education (Gibbs, Margon & Taylor, 1982; Marton et al., 1997; Marton et. al., 1993; Purdie & Hattie, 2002). On the other hand, in the surface approach, the students
According to Biggs and Tang (2007: 22), the surface approach to learning is structured around the intent of completing the outcomes, by approaching it with the minimal input. As a result, the outcome appears met, without consideration of the knowledge gained or the value of the learning process. In early literature based on surface learning, emphases were on learning through repetition and not seeking understanding (Biggs & Tang: 22).
‘Strategies for Lifelong Learning’ has been unexpectedly and therapeutically revealing. Throughout our correspondence we’ve shared personal, and professional challenges, and wins. In doing so, I’ve come to realize strengths and areas for improvement, which is why I chose to discuss the second habit from the 7 Habits of Highly Successful People, titled; ‘Begin With the End in Mind’.
Learning is defined as a, "relatively permanent change in an organism's behavior due to experience" (Myers, 2010). The purpose of this paper is to present a critical analysis of the different theoretical approaches and explanations for learning through an examination of the theories of behaviorism, social learning and cognitive. I will investigate the principles and postulates of each theory, their strengths and their weaknesses. It is my belief that because each theory is best applicable to varying types of learning, it is best that a combination of each is used to provide the most complete learning experience.
Four decades of psychological research have taught us there is no one right way to learn. Our minds are as unique as our fingerprints. Our ability to learn is not necessarily related to high or low intelligence quotients, but rather a convergence of four important aspects of our perso...
Ultimately, students become strategic learners when they realize that their successes or failures are a product of the strategies they used. Flexibility in strategy choice is important for students to become successful learners (Cukras, 2006). Study skill courses can be highly beneficial to students, especially those who have not yet found strategies that arrange for the most
Olson, M. H. & Hergenhahn, B. R. (2013). An introduction to theories of learning. Upper Saddle River, NJ: Pearson.
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]
The first step of being a successful engineer is to have a systematic and efficient learning. It is very important for a student to understand the fundamentals and basic principles of engineering. For me, an expert engineer needs diverse skills and qualities, which will lift them to the higher level. I am now realizing that my approach to learning is not a way it should be. I found that by memorizing and copying out things are helping me to remember notes, but I know that these only just work for a short period. So I have to set out to understand the meaning of what I have to learn instead of concentrate my time repeating things, which are surface approach to learning. Now, w...
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.