The Practicality of Learning Theories On Design and Instruction

 The introduction to and discussions surrounding learning theories, learning styles, educational technology, and motivation guided my understanding of the conceptual interconnectivity of learning and how it occurs. A reflective analysis of knowledge gained and associated social constructs broaden my perception of learning and my approach to instructional design and delivery.

An abundance of research and literature are available to help to define which factors promote learning and why. From the idea of defining the member’s style for learning to the conjectures of cognition and information processing and to that which attempts to determine motivating factors, each theoretical concept seeks to label the learner. Attempting to categorize students can have unintended consequences, especially when valid, reliable, supportive assessments or processes are not included.

Through reflection, I can identify aspects of various learning theories that align with my personal approach to learning. As a result, I find it unrealistic and unreasonable to assume that every learner falls within a single style, theory, or method for learning, but rather that tasks related to learning are approached differently by everyone. Each learner brings a myriad of social, cultural, personal, and professional experiences to the learning environment that influences how they approach learning. Gardner’s theory of multiple intelligence infers that how students learn is flexible and that the strategies needed to encourage learning varies by student based upon the subject matter and level of personal motivation. Therefore, equipping learners with strategies for effective self-regulation of their own learning may prove to be a more dependable influencer of learning.

Rejecting hypothetical posturing surrounding a blanketed assignment of learners to a specific theoretical concept, I find that the literature suggests a baseline for the design and facilitation of learning interventions. From an instructional design perspective, I consider it important to remain adaptable in the creation of instructional interventions. Incorporating the use of various strategies that help individuals to (a) identify and enact their motivations for learning, (b) elaborate on learning as it occurs to constructively draw inferences from new information based on existing knowledge, and (c) self-monitor their level of comprehension is more likely to promote learning regardless of one’s approach to learning.

Ormrod identifies the necessity of motivation for learning to occur. The need for stimulation, competence, autonomy, and relatedness to others are specified as psychological requirements of adult learning. While I concur with Ormond’s position, my novel understanding leads me to expand her position in my belief that the same factors hold true for all learners. Although the cognitive processes of adult learners evolve over time, my novel experience gives me confidence that all learners, regardless of age, can be guided to authentically self-regulate their own learning when given permission, skills, and opportunity. With that perspective, instructional designers are well-served to incorporate meaningful interventions that demonstrate applicable, real-world relevance that help to stimulate the interest of learners, utilize strategies that stimulate and engage by creatively integrating various styles of instruction to promote metacognitive thinking.