Human learning study is continually evolving and growing since the enormous complexity. Ongoing intrigue about the human brain has resulted in different people having varied perspectives on how the organ’s fundamental role in learning is understood. As academics from intellectual traditions put their theories and hypotheses to the test in fundamental and practical contexts, the results of their study lead to advancements in the instruction and learning of learners of all generations. The development of education leaders in this century of results-based responsibility for schools necessitates a strong emphasis on learning, which is essential in overcoming the difficulties of achieving outcomes in modern teaching. This essay will identify and compare two other definitions of learning and provide their critical attributes.
Identifying and Comparing Two Definitions of Learning
Disciplines have quite varied ideas about what the learning is. According to Schunk (2012), “Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.” Schunk’s theory of learning originated from behaviorism and constructivism, in which students actively create knowledge instead of simply absorbing it. Constructivism in education implies the inclusion of mediation, and teachers serve as facilitators in learning, basing the process on real conditions (Weebly, 2022). On the other hand, Gagne (1965) described learning as, “A change in human disposition or capability that persists over a period of time and is not simply ascribable to processes of growth.” The behaviorist theories serve as the cornerstones of Gagne’s notion of learning. Developing a certain ability requires building upon prior knowledge in a rational and systematic way, which helps to create a learning encounter.
Since it is viewed as the origin of the knowledge that is learned, experience is closely linked to the two definitions of learning. The two definitions had different purposes, which helped scholars and students interpret them. Schunk based his description on the purpose of learning of children, while the aspiration of Gagne’s concept was learning of adults particularly military training. Although Gagne’s theoretical approach addresses every facet of learning, its main emphasis is on cognitive abilities. Schunk’s purpose was to provide students the flexibility to create their own knowledge based on what they already know about the world.
Critical Attributes in the Learning Definitions
The first definition depicts learning as a process that should lead to a change in the knowledge of the student due to the experience gained. Changing a learner’s knowledge through experience has always been a constant attribute of the learning process (Clark & ​​Mayer, 2008). Schunk’s definition is based on the critical attribute because it explains learning that entails changing one’s behavior, adopting a new behavior, and making that change permanent. From this session, the reader should understand that behavior change is critical to learning. Change is the result of experience of frequent practice or of various kinds of experience that can permanently change behavior.
According to the second definition, learning is the ability to develop the best skills that organisms use to survive in the environment. This concept can also be referred to experience, but it is dictated by the need to adapt to the environment (Colwill & Rescorla, 1988). Gagne’s definition can be attributed to the concept of experience as a means of survival. Making learning and teaching useful and obvious depends largely on the aspects. In class, students can learn that experience provides teachers with sincere, constructive criticism to help them monitor their classrooms and strengthen student-teacher interactions.
The concept of experience as a means of survival is not limited to the biological notion of growth and maturation. Learning can be considered a process that in living organisms leads to a change in abilities (Illeris, 2007). The extended definition describes learning as a process in which children and adults change their behavior and acquire knowledge through experience and observation. This definition includes two essential attributes from Schunk and Gagne. Both attributes consider change as the main element resulting from participation in the learning process. Schunk (2012) uses experience and Gagne (1965) uses observation in learning as it helps learners acquire new skills. The extended definition expresses the importance of applying experience and observation in learning to move the process forward.
Sources of Variability Influencing Student’s Learning
Variability encapsulates how different and unique everyone’s learning styles are. For instance, no two students use similar neural connections when learning. Since the expanded definitions provide the child or adult’s cultural background, age, and curriculum structure, they act as sources of variability that would influence the learning. The student’s beliefs, values, and thoughts can be called variables in learning, as they significantly influence the process throughout it (Schunk, 2012). An individual’s culture encompasses a much wider spectrum of linguistic and racial backgrounds, and educational and social characteristics, than the group it once more clearly defined (Weinstein et al., 2019). These complex and interrelated differences have a considerable effect on ways these individuals learn English and how long it requires them to achieve academic-level proficiency in it.
Depending on their original language and background, learners offer specific information and experience to the teaching. Although they are generally invisible, cultural differences have an impact on how effectively students learn. The learning process as a way of acquiring knowledge is the codification of mental conscious structures (Schunk, 2012). Learners from different ethnicities may have varying perspectives on the value of learning and how students and educators connect in the class. Cultural variations may affect how effectively pupils understand the material because students from different ethnicities do not always possess the cultural identities required to understand many literatures (Weinstein et al., 2019). The use of language and thinking processes are ingrained in cultures and are influenced by it. The native dialect of a pupil influences way they learn English. However, it is important to recognize that students’ ethnic backgrounds are not fixed. Learners of the English language will progressively develop their cultural awareness within the context of their surroundings.
Old age is frequently linked to reduced cognitive capabilities necessary for retaining practical independence, including picking up new knowledge. Younger students appear to be better at pronunciation than older students, who typically have a regional accent for years. They will learn different languages more effectively than older students in the ability and achievement. However, senior learners are considered quick and productive language student. Young children are generally encouraged to learn in realistic environments because they get a tremendous quantity of input that exceeds their degree of expertise and a significant deal of practice (Weinstein et al., 2019). Furthermore, peer approval and fulfilling fundamental communication needs are additional benefits of language learning during this period. Age-appropriate language teaching strategies must consider the diverse demands and learning styles of learners of various ages.
Children do better in structured environments and struggle in chaotic ones. Students become more organized when they feel or realize that the learning sessions have a given substructure and that the course and curriculum materials are organized. A clear hierarchy of exercises stimulates the best development of cognitive skills (Gagne, 1965). When a sense of security is offered in the classroom, it allows students to fully focus on the learning material. Teachers should organize their lessons and curricula in a way that makes students feel more comfortable. It is advisable to prepare all materials in advance for classroom use (Weinstein et al., 2019). The teacher may indicate the objectives of the program or class at the beginning of the semester or session. To achieve the highest success, it is necessary to present clear learning goals and stimulate students (Gagne, 1965). A comprehensive curriculum often brings together teachers from different subject areas and grades to look at the big picture of academic achievement. Educators can create a sequence of concepts that bridge disciplinary boundaries and extend each other.
Strengths and Weaknesses of the Learning Definition
People can better understand a concept and how it functions by being aware of its strengths and weaknesses. The need for behavior changes and knowledge acquisition, as emphasized in the expanded definition of learning, is one of his strongest arguments. The acquisition of knowledge as a process of interpreting experience, which includes the initial background, allows teachers to find an approach to intellectual assimilation (Schunk, 2012). A clearly hierarchical structure of learning, with a clear distribution of goals and objectives, is a strong support for motivated learning (Gagne, 1965). Exciting new research into brain function and how people learn is driving global change. Along with the development of their knowledge, students must develop the abilities, attitudes and principles that will make them strong personalities. The disadvantage of the extended definition of learning is that learning from experience and observation cannot change the behavior that was previously taught. Moreover, unfavorable habits can be modified and adopted similarly if people can structure their attitude after others close to them, and all activities are learned via experience.
References
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction (2nd ed.). Pfeiffer.
Colwill, R. M., & Rescorla, R. A. (1988). The role of response-reinforcer associations increases throughout extended instrumental training. Animal Learning & Behavior, 16, 105-111. Web.
Gagne, R. (1965). The conditions of learning. Holt, Reinhart & Winston.
Illeris, K. (2007). What do we actually mean by experiential learning? SAGE Journals, 6(1), 34-56. Web.
Schunk, D. (2012). Learning theories: An educational perspective. Pearson.
Weebly. (2022). Constructivism Theory. ETEC 512 66C Online Learning Symposium. Web.
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2019). Understanding how we learn: A visual guide (1st ed.). Routledge.