UNIT – I
LEARNING AND ITS THEORIES
THE CONCEPT OF LEARNING
Conceptually, 'learning' in the conventional sense is the process of assimilation of knowledge
resulting from the interaction between the teacher and the taught. The idea of the traditional
teacher-student relationship is, however, impossible to achieve with the growing
democratisation of education and the increasing demand for learning or continuing
education. In distance education, the scope for personal contact and its role in the teaching
and learning process are limited. The concept of learning thus needs to be reinterpreted in
terms of distance education. In distance education, learning takes place not through the
mediation of a teacher but primarily through the mediation of text materials and electronic
gadgets.
As you know, in distance education we deal with adult learners, who use their experience to
create construct knowledge, a process which is other-wise known as experiential learning. In
'this section, along with considering the other meanings of 'learning', we will discuss the
concept of experiential learning and constructivism. If we look at the process of learning and
teaching at a distance from the point of view of pedagogies, it is more or less integrated
combination of forms of learning which are developed in classroom teaching (Otto Peters,
1998). These include:
• Learning by reading printed material (textbooks, manuals, lexicons, scientific
literature, lecture notes).
• Learning by means of guided self-teaching (counselling at the commencement of
studies, counselling by tutors, consulting reading lists).
• Learning by means of independent scientific work (preparation for written
examination, the writing of assignments).
• Learning by means of personal communications (use of the consultation hours of
university teaching staff, and of course counselling, peer
• . interaction, practical case-work, project work, seminars etc.).
• Learning with the help of multi-media.
• Learning by participating in traditional academic teaching (lectures, seminars,
counselling sessions, laboratory work).
• What follows below is an elaboration of the theme introduced earlier.
Learning and performance
Learning is a relatively permanent change in behaviour, and it is the result of reinforced
practice.
1
,Such a concept of learning assumes that certain conditions in the environment bring about
hndamental changes in our behaviour and that these changes persist for a long time. Learning
is not directly observable but can be inferred from performance. We can infer that a person
has learnt something when she/he does something which shelhe could not do before. A
person may know something, and yet may not have learned it. You may
2
, Factors in the Design of Print Materials
'know' how a computer works, but may not be able to operate it. Thus, the distinction
between learning or the acquisition of knowledge (i.e. capability) and performance (i.e.
exhibiting this capability in some form of action) is an important one. We use the term
'behavioural tendency' to maintain the distinction between learning and performance. In this
context when we speak of relatively permanent change in behaviour, we refer to a change in
performance.
Learning and cognitive development,
We may also define learning in terms of cognitive development. Cognitivists say-that learning
is the changing or reorganisation of cognitive structures, which involves an acquisition of
knowledge and the transformation of new knowledge. ~ o o k e dat this way, we can say that
learning is a change in one's knowledge, skills, attitudes and values brought about through
experience, and this change may or may not be expressed in overt behaviour.
Learning and maturation
Not all changes in behaviour can be related to learning. Some behavioural changes are due to
biological development or maturation. In maturation, the growth tendencies are independent
of specific learning conditions, and depend entirely on biological growth. For example, the
swimming of tadpoles and the flying of birds simply occur at the moment of anatomical
maturation. A child walks once its legs are strong enough to support its weight.
Experiential learning and constructivism
Experiential learning has been a very influential idea in recent years. It is argued by Kolb (1
984) that mature adults have much to offer to the educational process from their life
experiences. Peter (1997) argues that to some extent experiential learning is constructivism
in an adult context. Kolb (1984) describes experiential learning as the process whereby
knowledge is created through the transformation of experience while Knowles (1 984) and
Brookfield (1986) link it to self-directed learning. There is certainly a very strong element of
self-direction in learning as in a classic study of the constructivist movement. Knowles (1 984)
postulates certain assumptions about andragogy (the teaching of adults as opposed to
pedagogy, which is the teaching of children) and experientia! learning. Most of these
assumptions also seem to apply to constructivism. Kolb (1984) listed the essential
characteristics of experiential learning which are applicable to constructivist theory.
These characteristics are:
1. Learning is a continuous process grounded in experience.
2. Learning is a holistic process of adaptation to the world.
3
LEARNING AND ITS THEORIES
THE CONCEPT OF LEARNING
Conceptually, 'learning' in the conventional sense is the process of assimilation of knowledge
resulting from the interaction between the teacher and the taught. The idea of the traditional
teacher-student relationship is, however, impossible to achieve with the growing
democratisation of education and the increasing demand for learning or continuing
education. In distance education, the scope for personal contact and its role in the teaching
and learning process are limited. The concept of learning thus needs to be reinterpreted in
terms of distance education. In distance education, learning takes place not through the
mediation of a teacher but primarily through the mediation of text materials and electronic
gadgets.
As you know, in distance education we deal with adult learners, who use their experience to
create construct knowledge, a process which is other-wise known as experiential learning. In
'this section, along with considering the other meanings of 'learning', we will discuss the
concept of experiential learning and constructivism. If we look at the process of learning and
teaching at a distance from the point of view of pedagogies, it is more or less integrated
combination of forms of learning which are developed in classroom teaching (Otto Peters,
1998). These include:
• Learning by reading printed material (textbooks, manuals, lexicons, scientific
literature, lecture notes).
• Learning by means of guided self-teaching (counselling at the commencement of
studies, counselling by tutors, consulting reading lists).
• Learning by means of independent scientific work (preparation for written
examination, the writing of assignments).
• Learning by means of personal communications (use of the consultation hours of
university teaching staff, and of course counselling, peer
• . interaction, practical case-work, project work, seminars etc.).
• Learning with the help of multi-media.
• Learning by participating in traditional academic teaching (lectures, seminars,
counselling sessions, laboratory work).
• What follows below is an elaboration of the theme introduced earlier.
Learning and performance
Learning is a relatively permanent change in behaviour, and it is the result of reinforced
practice.
1
,Such a concept of learning assumes that certain conditions in the environment bring about
hndamental changes in our behaviour and that these changes persist for a long time. Learning
is not directly observable but can be inferred from performance. We can infer that a person
has learnt something when she/he does something which shelhe could not do before. A
person may know something, and yet may not have learned it. You may
2
, Factors in the Design of Print Materials
'know' how a computer works, but may not be able to operate it. Thus, the distinction
between learning or the acquisition of knowledge (i.e. capability) and performance (i.e.
exhibiting this capability in some form of action) is an important one. We use the term
'behavioural tendency' to maintain the distinction between learning and performance. In this
context when we speak of relatively permanent change in behaviour, we refer to a change in
performance.
Learning and cognitive development,
We may also define learning in terms of cognitive development. Cognitivists say-that learning
is the changing or reorganisation of cognitive structures, which involves an acquisition of
knowledge and the transformation of new knowledge. ~ o o k e dat this way, we can say that
learning is a change in one's knowledge, skills, attitudes and values brought about through
experience, and this change may or may not be expressed in overt behaviour.
Learning and maturation
Not all changes in behaviour can be related to learning. Some behavioural changes are due to
biological development or maturation. In maturation, the growth tendencies are independent
of specific learning conditions, and depend entirely on biological growth. For example, the
swimming of tadpoles and the flying of birds simply occur at the moment of anatomical
maturation. A child walks once its legs are strong enough to support its weight.
Experiential learning and constructivism
Experiential learning has been a very influential idea in recent years. It is argued by Kolb (1
984) that mature adults have much to offer to the educational process from their life
experiences. Peter (1997) argues that to some extent experiential learning is constructivism
in an adult context. Kolb (1984) describes experiential learning as the process whereby
knowledge is created through the transformation of experience while Knowles (1 984) and
Brookfield (1986) link it to self-directed learning. There is certainly a very strong element of
self-direction in learning as in a classic study of the constructivist movement. Knowles (1 984)
postulates certain assumptions about andragogy (the teaching of adults as opposed to
pedagogy, which is the teaching of children) and experientia! learning. Most of these
assumptions also seem to apply to constructivism. Kolb (1984) listed the essential
characteristics of experiential learning which are applicable to constructivist theory.
These characteristics are:
1. Learning is a continuous process grounded in experience.
2. Learning is a holistic process of adaptation to the world.
3
