Badyal, D. K., & Singh, T. (2017). Learning theories: The basics to learn in medical education. International Journal of Applied & Basic Medical Research, 7(Suppl 1), S1–S3.
This article is an editorial that reviews several theories of learning to argue the unique benefits of using each of them for particular fields of knowledge. The reason for writing this article was the necessity to clarify the differences between learning theories to distinguish between their applicability capabilities and make it comprehensible for researchers, learners, and educators how to use them. Although the source does not study any particular population, its value is maximized by the conciseness and focus on the practical application of learning theories with respect to the requirements of various learning settings, needs, and requirements.
The researchers concluded that despite the variety of learning theories, only considering their practical use in the context of a specific educational goal might inform their effective use. In particular, the scholars argued that conventional science courses might be conducted using cognitivist theories due to the importance of acquiring knowledge in isolation from a clinical setting (Badyal, D. K., & Singh, 2017). On the other hand, if the focus of education is on the acquisition of practical clinical expertise and is conducted in a clinical setting, educators should apply constructivist approaches. The uniqueness of this article is in its guidelines for educators on the proper and holistic selection of learning theories. In the context of the proposed research study, this source will help support the argument by providing to-the-point articulation and justification of the importance of using proper theories depending on the context of learning.
Gallardo-Alba, C., GrĂĽning, B., & Serrano-Solano, B. (2021). A constructivist-based proposal for bioinformatics teaching practices during the lockdown. PLOS Computational Biology, 17(5), e1008922.
This research study was focused on the investigation of the online learning facilitation opportunities afforded by the Galaxy Framework, which is an open web-based biological research platform accessible to all learners. The reason why this study was conducted was the escalation of the adverse outcomes of COVID-19 shutdowns that limited learning opportunities across the world. In an attempt to find effective practical solutions to ensure accessible education, the researchers argued for the facilitation of web-based learning platforms with the justification of their benefits for acquiring proper scientific competencies.
The researched issue did not include any particular population; instead, the Galaxy Framework was investigated in-depth to illustrate the practical implementation benefits of the platform for science learning and research. The researchers concluded that in the uncertain times of reliance on distance learning, the use of accessible and highly-efficient online platforms could incorporate instruction and self-learning to meet the educational needs of an inclusive population (Gallardo-Alba et al., 2021). Importantly, the scholars emphasize the relevance of the platform to the requirements of science teaching and learning, which demonstrates the benefits for both students and educators. Overall, the article will serve as a valuable source of information on the flexibility of learning means under the pressure of external factors. It will be used to argue for the implementation of proper theoretical approaches to education in uncertain times.
Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL: The Journal of Teaching and Learning Resources, 15, 1-7.
This research study provides evidence in the field of cognitivist learning theories’ application for learning efficiency facilitation. In particular, it found that commitment to change in teaching cognitivist strategies of learning helps retain accumulated knowledge more effectively. The reason why the study was conducted was the identified research gap manifested in the lack of data suggesting the effectiveness of cognitive learning strategies in maximizing the retention of knowledge. The population studies in this research included faculty members of a pediatric facility. The researchers concluded that the use of cognitive learning strategies yields positive outcomes in the long-term use of acquired knowledge. For the proposed research study, this source will provide evidence of the value of properly implemented learning theories and strategies to meet the needs of both educators and students.
Reference
Badyal, D. K., & Singh, T. (2017). Learning theories: The basics to learn in medical education. International Journal of Applied & Basic Medical Research, 7(Suppl 1), S1–S3. Web.
Gallardo-Alba, C., GrĂĽning, B., & Serrano-Solano, B. (2021). A constructivist-based proposal for bioinformatics teaching practices during lockdown. PLOS Computational Biology, 17(5), e1008922. Web.
Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL: The Journal of Teaching and Learning Resources, 15, 1-7. Web.