Reflecting on Learning Styles and Instruction

Learning Theories and Instruction, a course focused on ways in which people learn and how to improve instruction methods and strategies, has helped me gain insight into my own learning style and how those of others differs or is similar to my own. I have taken away many tools to use in order to hold the interests of my students and increase my own learning capacity. In other words, I now know that understanding learning styles and the ways learners approach learning and studying, will not only help me as instructor but will help my students as well (Gilbert, 2008).

Acknowledging that I tend to learn best in learning environments where multi-faceted methods of instruction such as lecture, discussion, visual aids, and hands-on activities and/or group assignments are used, is a phenomenal step in becoming an adept instructional designer. I’ve learned that for most learners, being more engaged in the learning process increases the amount of content that students retain and make connections to. I’ve also gained insight into the process of self-directed learning, where learners diagnose their own personal needs, set goals, identify resources, implement strategies, and evaluate outcomes. I know that this process whereby we take responsibility for our learning is one that contributes to student success (Conlan, 2003). These nuances have begun to help me determine areas where I need to improve as an instructor and learner.

Learning how the brain processes information and specific approaches of various learning theories has greatly influenced my perspectives as an instructor. I’ve found that it is important to focus on organizing information and presenting subject matter in a way that will elicit a connection between what my student’s already know to what I am teaching, in order to increase the likelihood that the content will be retained by them (stored in the long term memory) (Ormond, 2009). I have been shocked by the realization of exactly how much instructional methods significantly affect the way students learn.

The introduction to learning theories has been influential as well. I’ve learned that theories, such as Behaviorist, Cognitivist, and Constructivist theories when looked at as a whole can explain 100% of how humans process information and that we need to borrow from each theory in order to produce the best learning environments (Karr, 2007). I believe this concept applies to all learning theories, including but not limited to Connectivist and Adult Learning Theories. By familiarizing myself with such theories, I will further recognize similarities and concepts, and be able to utilize that knowledge to influence learning. I believe that how we relate what we interpret from each theory to the information that is already stored in our minds, determines what we gather throughout our learning processes.

The use of technological and motivational tools like the ARCS model of motivational design will also largely impact my instruction methods and future success in that arena. Utilizing blogs; RSS feeds; mobile devices; personal websites; cloud computing; social networking sites; chat rooms; and other technology, along with tools to increase student Attention; Relevance; Confidence; and Satisfaction will most certainly make me a more successful instructional designer and teacher (Keller, 1999). These tools will be sure to increase the learning successes of my students by helping them to connect in almost limited ways to the content, as well as, by allowing me as an instructor to positively influence motivation and even greater success. I am optimistic about the direction of my career in instruction as a result of the tools I have learned to utilize during this course.




References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 7/26/2011, from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Kapp, Karl. (2007). Out and About: Discussion on Educational Schools of Thought. Web blog entry. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.