Pamantasan ng Lungsod ng Maynila (University of the City of Manila)

COLLEGE OF NURSING

CLINICAL TEACHING

Comparative Analysis of Learning Theories

Submitted by:

Ralph R. delos Santos

PLM BSN IV-2

Submitted to:

Ms. Marietess M. Nicolas, RN, MAN, Ed.D(c) Lecturer, Clinical Teaching

July 2, 2011

Comparison of Learning Theories Based on Participation of Learner

Behavioral The behaviorist view of the learner in the learning process is mostly concentrated on the passive aspect of learning. It is passive in such a way that the learner is made a concrete subject that is exposed to selected environmental stimuli to affect the general learning of the client. Mostly, the control of environment is made by the educator and the educators view overpowers the client since the view describes that the type of stimuli applied on the client shall determine the learners behavior and capacity to learn.

Cognitive For the cognitive view, this transcends from the behaviorist view since there is this active participation of the learner.

Social

Psychodynamic The psychodynamic perspective offers the learner an active participation in such way that the learner is allowed to explore his/her thoughts. This is not wholly educator-dependent learning since the theory suggests subjectivity. The subjectivity gives its active view of the learner. This focuses on the emotional aspect of the learner and from these emotional cues, the educator will formulate the type of learning. An interaction then occurs between the two thus providing a collaborative effort where in the learner can participate on the basis of his/her

Humanistic Of all theories, this is the most indicative of the active participation of the learner thus, it is also called learner-directed approach. Primarily, the main reason why it is highly learner-involved theory is that concepts of fulfillment is never with the educator but is with the learner. The learner shall declare his/her perception of goal attainment as described in the hierarchy of needs. It is the learner who will set the goals and determine the degree of attainment and educator only takes a supportive role since this theory considers the individuality of man in terms of needs.

For the social learning theory, this utilized the role of the people around the learner to teach him/her how to conform to their standards as he/she sees them as role A segment or part of the models. learning process is achieved by allowing the Here, the learner takes learner to facilitate his or an active role in the her own learning by learning process. He/she considering the decides who must be functionality of his/her made as the role model cognition. The learner is depending on how a role allowed to learn in such model is perceived. way that the learner will Most likely, the model correlate his or her past with positive qualities as experiences to the accepted by the society present inputs provided will be chosen since the by the educator thus role model offers allowing either conducive qualities assimilation or when used as a model. accommodation of ideas. The learner picks a role The consideration of the model to whom he/she learners involvement in will pattern his/her acts the processing of ideas as a form of learning

The decision making on the type of environment to which the client will be exposed is determined by the choice of the educator.

and not just the derived from the latter. educators manipulation of the environment make the cognitive theory participative by considering the integral part played by the learner.

psychodynamic features. Finally, it is the learners active initiative that will reveal experiences that may reflect the present conflicts encountered.

Comparison of Learning Theories Based on Educators Task

Behavioral

Cognitive

Social

Psychodynamic

Humanistic

The role played by the educator in the behavioral theory is exactly opposite to the learner. It was said that learner acts passively in the learning process, here the dynamics of learning is played by the educator. The educator directs the entire process of learning since he/she will do the manipulative actions to the stimuli and environment to bring about change in the form of learning. Such changes, as defined in the behavioral theory, need to be reinforced so as to effectively make the learner learn. The responsibility of initiating learning is solely based on the decisions made the educator as planned.

For the cognitive theory, the learner and educator both assume an active participation in the learning process. In this theory, the role of the educator is to guide the learner in his/her independent development of learning via the internal process. The learner as said earlier creates learning from integration of new ideas to that of his/her experiences. The educator takes a mediator role in the learning process in such way that he/she organizes the new ideas to smoothly integrate it thus preventing confusion and distortion of ideas on the part of the learner that may cause faulty perception and understanding of reality.

The social theory describes the learner as a conformer to the qualities and ideas presented by the role model. Learning, as defined, is a product of the learners imitation of educator. From this context, we may say that the educator plays an active participation in the learning process since it depends upon his/her demonstration of ideas that a learner learns. To effectively execute the learning procedure, it is expected from the educator to be of conducive qualities that will inspire the learner. In this theory, what the educator is will reflect his/her learner. Still, the educator should encourage only partial absorption since not all that is seen from the educator fits the learner.

Bastable describes the role of educator in the psychodynamic school as a reflective interpreter. Let us consider the active learners participation wherein he/she subjectively describes experiences and emotions. With these, the educator assumes a counselor function in learning.

In this theory, we can say that the main task of educator is to accept the fact that each client is unique in terms of personality and needs.

This idea will help the educator understand that the learner learns through his/her own way. The educator must be sufficiently openminded to the clients insights on his/her The educator processes metacognition and allow the ideas derived from them to explore toward the learner and utilize their self-actualization. them in the learning process considering the Due respect and developmental stages of consideration of clients human which is, the freedom of choice central dogma of the should be advocated by psychodynamic theory. the educator to allow the client to independently The educator identifies realize his/her learning the learning needs of the needs. The educator client collaboratively so functions to guide the a educationally-oriented learner in his/her pursuit relationship must be to achieve learning. established by the educator to successfully

Selectivity must also be trained so as to improve the self-regulating ability of the learner.

know the learners learning needs. Through this idea, listening becomes a vital tool and should be done with effective questioning to comprehensively outline the clients learning status as influenced by past experiences, emotional state, and ego strength.

Comparison of Learning Theories Based on Sources of Motivation

Behavioral The main problem in behavioral theory is the existence of drives that interfere with the learning process. These make the clients participation difficult to achieve making attention in learning less. Reducing the drive from external forces shifts the focus of the learner to a goal-oriented program. Conditioned learning experience then increases the learner compliance to the learning process.

Cognitive Cognitive theory describes learning as a product of an internal process. This considers the internal dynamics of thought processing. From the thinking of a learner, he/she outlines goals which motivate him/her to learn. In line with this, the formulation of goals leads to the formation of expectations or criteria for achievement. Here, criteria are made in the mind of the learner and his/her cognitive capacity helps in achieving the goals.

Social Motivation occurs in the social learning theory as a result of socialization since it views that the learner must be exposed to a number of people in order for learning to commence. Without this, there is no factor from which motivation can be derived from.

Psychodynamic Motivation in the psychodynamic learning theory, specifically in the Freudian principle, can be derived from the pleasure principle (Id) and reality principle (Ego). For the Id, a person can be motivated by his/her impulses toward a stimulus which actually reflects a feature in the behavioral theory. This is because Id is controlled by an associated stimulus that produces pleasurable feeling. If this is the case, then the stimulus that triggered Id may be conditioned to bring about learning. On the other hand, the reality principle or ego may be used as a motivation to learn by reinforcing the

Humanistic Since humanistic theory focuses on the needs of man, which is used as the source of motivation to learn. It was mentioned that in the Humanistic view, the learner is given full autonomy in the learning process. When he/she is in pursuit of success in achieving needs, careful identification of clients personal needs may be needed. By providing the client what he/she wishes in the learning process, the client is expected to be motivated in working with the educator and learning would be easier because of the cooperative relationship between the two. Providing the client with

Role models from such groups are made as focus since from them that the learner gets his/her motivation. But it doesnt end there. The role model should effectively execute the learning process while stimulating the learners The thinking process interest to follow the operates variably to educators ways. adapt to changes as the learner aims to hit the The educator must be mark, forming a socially aware since the dynamic, continuously learner may differ in

functioning developing cognition.

and belief and this may level of create a barrier that will hinder the learning process. The educator The goals and must also show expectations are then acceptable traits and acts treated as problems by that will encourage the the leaner. Solving these learner to follow what is using mental skills being taught. forms a sort of motivation or challenge. In this case, strict Different people have adherence to different choice of professionalism is addressing the problem imperative to initiate and it is for the learner effective compliance of to decide depending on the learner. Good habits which process they think and decorum will even is effective. make the learner more eager in following his/her role model.

feeling of conscience to equalize the Id effect. Such use of ego may place the learner into reality that learning is needed and should not be taken for granted. Suppose a man avoids work because he wants to sleep more, triggering the ego into play by tapping the conscience may motivate the man to work as he realizes that working is important and that he has to cut this sleep for this. This is an example to explain the phenomenon.

his/her freedom of choice will also help in motivating since it reflects a nonauthoritarian environment that allows him/her to act freely and decide comfortably.

Comparison of Learning Theories Based on Transfer of Learning Behavioral Since learning in the behavioral theory is viewed to be effective when constantly applied to the learner as a stimulus. This turns to a form of practice that will enhance the learners repeated initiation of actions that will elicit response. These responses produced by the stimulus create a form of functional learning when integrated to similar situations, the result of repeated practice allows the client to realize the similarity in state thus applying the same process. Habituation in doing the learning procedure the forms. Cognitive For the cognitive, it seems that learning occurs by stimulating the mind with problems. Challenges are presented to the learner and it depends upon the learner on how to deal with these problems. Social Psychodynamic The transfer of learning may be affected by the psychodynamic restraints like personality conflict, resistance, and transference. These may be addressed by exploring the emotional status of the client. Humanistic Finally, the transfer of learning can be attributed to the perception of the learner about him/herself. A positive feeling promoted the transfer of learning while a negative feeling forms a barrier. In this case, promotion of positive feeling is obviously the goal of the educator and this can be achieved by providing the client with personal preferences in choosing and considering what the learner thinks.

As what was said earlier, transfer of learning will be more effective if there is a social understanding between the educator and the learner. The educator must be consistent with his/her initiation of learning process so as to One good example of keep the learners focus, transfer of learning via trust, and interest. the cognitive aspect is allowing the learner to In line with this, the independently identify behavior of the educator the problem and allow is an important factor to him/her to solve it. consider in the transfer of learning since the These can be seen in educator is viewed as a mental-physical role model and activities wherein the authority, decorum and mind is stimulated via consistency will make the utilization of puzzles the learning relationship or sequences that will stronger and more help the learner effective, thus formulate logical compliance to the concepts out of the learning procedure will problem. pursue.

Assessment of emotions as a summation of past experiences may give cues that will help us determine psychodynamic difficulties which should be solved prior to institution of learning procedures. With success in helping the learner, he/she gains These difficulties act as positive feeling about barrier to effective his/herself and therefore transfer, breaking this paves way in promoting barrier will allow the cooperative relationship smooth interaction for that leads to an effective only when the client is transfer of learning. open and cooperative,

Transfer of learning may occur also as a result of common patterns wherein anticipation of succeeding sequences can be predicted given the primary pattern. This leads to a generalized concept that when integrated to similar situations, functionality of learning occurs.

occurrence of learning follows.