Cognitive Learning Style - Report Example

Name Institution Course Tutor Date Cognitive Learning Style Learning styles are various ways in which a person approaches a question. Learning is the process of acquiring new skills, knowledge, behaviors or understanding and processing or implementing it effectively. It involves a variety of educational methods that individuals use so that whatever they are learning can be well understood. For an individual to be able to learn, a sense is used to interpret information that surrounds both mind and body. Most people who are poor learners tend to use only one sense more than the others senses to process data. It is very important for an individual to identify his or her learning style. Learning styles refer to the methods that learners use in class to take instructions from the teacher and thus the objectives of learning is said to have been achieved. Learning styles differ from learner to learner , those considered with special learning abilities to have a very critical way of learning in class and those considered normal having their way of making learning to be more interesting and understandable. There are a number of models that have been designed in an attempt to come up with a model that would work best in explaining the learning process hence better the entire process of knowledge acquisition. The models have changed considerably especially bearing in mind the new demands arising from, among other factors, technological changes and advancements that take place each rising day beginning with the Gestalt theories. Thus ideas like machine learning theories have come into conception as a result of the machine intelligence era. In this paper, attempts are made to critically evaluate and carry out analysis of cognitive theory of learning and learning through experience as two of the theoretical models of learning. In this task, attempts are made to explore the differing learning theories and learning styles. Cognitive Theory of learning For quite along time this model was basically applied in academic arena though this trend has changed and it has extended to the business situation in the recent past and in other institutions that deal with behaviour change. The cognitive theory of learning is concerned with making people gain knowledge through the use of their reason, insight and perception. This model is frequently applied in changing people’s behaviour for instance the Cognitive Behavioural Therapy-CBT used in psychotherapy. The cognitive model makes use of the understanding that people’s behaviours are subject to many factors which include education, their motivation, their upbringing as well as their culture. This model involves putting these factors into consideration so that they are well understood and this also goes a long way in investigating the influence they have on individual’s behaviour. Attempts are then made to come up with learning programs using the information gathered. Gerald (1996) elucidates vividly on the process of the cognitive learning. He posits that there are a number of ways through which the process of learning is undertaken. First of all, the response consequences must be considered so that motivational factors are known. As an example, it would be worth asking whether a reward should be awarded to an individual who demonstrates the right behaviour or punishment to the individual who demonstrates wrong behaviour. Nonetheless, it is good to apply a combination of reward and punishment since individuals in react different ways. Another tool useful in this model is observation which helps the learner to see whether it is desirable to perform a given action. At the workplace, in the business situation, employees will most likely learn from their senior managers hence demonstrate the correct behaviours from what they see at the top management. Apart from observation and response consequence, symbolism is also imperative in the cognitive model of learning. Symbolism permits learners to construct mental pictures and mirror out situations. Advantages of the Cognitive Theory of Learning One advantage of cognitive learning theory is that it is not inclined to selective memorization. Hence, it allows individuals the opportunity to explore a vast area of judgments thereby making it easy to for adapt to changes and improvements. Cognitive learning is not dependent on history or past theories and events. It therefore paves ways for new and innovative ideas for information processing. Hence, information passed on to the individual is not liable become invalid due dynamic factors or historical changes. The Theory helps in improving the sensitivity of the individual to environmental changes (Sadler-Smith, 2006). Furthermore it helps in yielding accurate results is a well known characteristic of this model of learning since the students are allowed to explore a variety of judgments there by making it easy to detect and debug error. Since the learners are adults and presumably responsible and self directed decision makers a mix of teaching strategies are used. For example, the student centered strategy is to be employed. The assumption when using this strategy is that learners have very different interests, needs and thus each has to be assisted by the educator to realize their preferred learning methods and lay down their personal objectives adopting realistic goals that are within realistic time frames. Additionally for the purpose of optimizing the learners’ engagement and involvement with learning materials and tasks the task oriented strategy is used in teaching. Opinion gap tasks, information gap tasks with a combination of reasoning gap tasks are disseminated. Web assignments are also given to learners to check on their understanding of taught concepts. Reflective teaching approaches will furthermore be imperative in assisting the educator to improve the adult students understanding of the web based teaching by essentially taking time to critically reflect on the teaching experiences. The learners are encouraged through such a process to think and look at the teaching processes analytically, objectively and thoughtfully in order to enhance the probability of them grasping the concepts that have been taught in the classroom. For instance, to enhance these reflective processes video and audio recordings that give previews of content of previous nutrition unit lessons are handed out. The students can also be made to view relevant videos and write their comments down or optionally conduct journal writing which showcases their varied assumptions about the teachings. The purpose of every activity is to, at the end of every lesson, make certain that the adult learners are effortlessly able to justify and validate their work and answers. Unarguably therefore the focus and intent of the educator is not cover the curriculum but most importantly to assist the learners to grasp workable knowledge that they can utilize in many other contexts (Larson & Marsh, 2005). The aim is thus to help the adult learners after the lessons to have acquired not merely understanding of the topic but also the necessary skills and ability to apply what they have taught in real life situations. The objective is furthermore to ensure that the learning environment is devoid of simple telling involves more of the adult learners’ visualization and meaning construction. The lesson activities and content within this technologically friendly learning environment are meant to make the disseminated knowledge functional and thus usable to individual students. Some of the methods that visual learners use in class include critical thinking, comprehension, retention and organization. The main skill that learners are told to try and do is to create a graphic organizer. These are graphic charts that include charts, diagrams, webs and concept maps which are created by using selected symbols to represent ideas and information. Further the learners are taught how to link charts, symbols and ideas. Some of these important areas that visual learners are concentrated in include. Comprehension refers to how the student connects the previous topic with what has been learned in class for example the prior knowledge. A good example is the student learning how to cook. The student sees the idea in class and internalizes and practices it at home therefore the skill gained will be through the comprehension technique. Another learning technique which requires the learner to remember information when learned in class either by looking at it visually or verbally is retention. This is an important learning skill that the student uses in class which is vey essential since it makes the learner to remember what has been learned. Visual learners need to be exposed to retention techniques so that they have the capability of being able to remember what they have learnt in class. Another learning technique that cognitive theory employs is the visual learning that needs to be exposed to is critical thinking method (Owen, 2002). This method involves using graphical organizers to link visual and verbal information so as to help students in this group to connect and understand relationships between the learned processes and the real life experiences. This phenomenon is very important because without learners using graphs and charts then they will not get a learning technique which is packed with a lot of detailed information. Kinesthetic learners are another group of learners who are considered important because they require special learning techniques and hence the cognitive learning. Kinesthetic learners have some special attributes which include; being hyperactive as compared to the children, being able to work with their hands which involves being able to work with various hand tools and these learners are also known for having a strong sense of timing and body movement (Silver, 2008). These group of learners require special learning styles which include; having the learner to tap their or clap out numbers- this will help them to recall the numbers they have been taught in class. Tapping is special for this group of learners because they have a high sense of using the hands and therefore they can recall what they were taught if they involved the hand in the process of learning (Maurer, 2008). Kinesthetic learners can be encouraged to talk back to themselves so as to provide motor feedback, they may use sandpaper letters or felt letters which provide information in three dimensional. They can also involve activities like using manipulative objects and using objects which make use of their eyes and are represented in three dimensional. Since these learners are known to be good in the use of the hands, they can be involved in processes that involve a lot of hand projects. Another method which can be effective for auditory learners is whispering information when alone and this can be connected t the cognitive theory, though this may sound ridiculous its one of the best methods which can help auditory learners to recall information they have learnt in class. The student can look for a partner and help them recite in turns what has been learnt as the friend analyses and corrects the other. This will make each of these learners to recall the information learnt in class. Although most auditory learners are not acquainted to asking questions as volunteer in class, this method can be one of the learning methods for auditory learners to use. This involves the learner asking questions all the time and trying to seek clarification in a particular area which he has not understood. This method can also be used with other methods of repetitive techniques (Maurer, 2008). This involves the student developing a behavior which makes him or her repeat the information by either reciting or seeking clarification from the teacher so s to be sure of the information that was learnt in class. Disadvantages of Cognitive Learning However, there are also demerits associated with this learning theory. Individuals under this category tend to be involved in exhausting mental activities hence become the most likely subjects of stress including mental tension. The model tends to dwell in the world of theories and imaginative ideas rather practice hence difficulty in practical implementation. It also involves programmed memorization process which means that there is a high tendency of forcing the individual to memorize rather than allowing him or her to have the opportunity to do so voluntarily (Dixon, 2001). Experiential Learning Theories Battle et al. 2007 contend that effectual learning demands the tenure of four different abilities. However, the argument is that the process of learning may instigate at any point in the cycle so that the learning process should be viewed as a continuous spiral. This model suggests that the first step in the process of learning is where an individual carries out a specific action after which he sees the consequence of the action in this situation. Secondly, the step to follow would be attempting to understand the consequences or effects in the particular situation so that should the same action be taken under the same state of affairs, it would be likely that we can predict the result of the action. The pattern then leads to the third step in the process which encompasses understanding the universal principle under which the specific occurrence falls. Previously it is mentioned that this model advocates that one should possess four abilities to guarantee effective learning. The first ability is “the concrete experience abilities followed by reflective observation abilities, abstract conceptualization abilities and active experimentation abilities” ((Battle et al. 2007). Many people may find the ideal a little challenging to follow hence become more inclined toward only one of the poles in each dimension. This prompted Kolb and Fry to further develop an inventory to go along the experiential model of learning. In this inventory they gave a vivid description of four learning styles as well as giving the different learning characteristics that accompany each of them (Tenant 1996). Converger as a learning style in the inventory entails abstract conceptualization intermarried with active experimentation. This learning style in description is depicted by application of ideas, ability to focus on hypo-deductive interpretation on specific problems and the fact that it is also characterized by strongly putting ideas into practical application without being emotional though it has narrow interests. Another basic learning style in the model is the diverger which brings together concrete experience and reflective observation thus leading to high imaginative ability, high ability in coming up with ideas and viewing things from different angles, developing interest in people and expansive cultural interests (Cohen & Prusak, 2004). Just like the converger, the assimilator has learning characteristic that combines abstract conceptualization and thoughtful observation. However, the assimilator is sturdy in creating theoretical models, excellent in inductive reasoning, and rather than be concerned with people, the assimilator is concerned more with abstract concepts. Lastly, the accommodator is characterized by a strong intermarriage between concrete experience and vigorous (active and lively) experimentation. In description, the accommodation is more of a risk taker and has greatest point in doing things. This learner shows good performance specifically when required to act in response to immediate circumstances and in addition he solves problems intuitively. Merits of Experiential learning Stress Reduction: Learning through experience helps an individual to reduce stress of getting accustomed to certain directives. Experiential learning unlike Cognitive Theory connects Theory and Practice by putting theory into practice and the consequential provision of an effective connection between them is a part-and-parcel of this model of learning. It helps to decrease the number of mistakes made. Students who learn through experience tend to make fewer mistakes. Thus according to Boreham, the concept of experiential learning basically means acquiring knowledge by reflection on the experience (Argyris & Schön1978). Without reflection on experience, students are in danger to continue to make the same mistakes over and over again. It is also useful in enriching the productivity. The following are identified as problems that accompany the experiential learning model. Boud et al (1988) argued that the scheme does not give the process of reflection adequate attention hence offers no help in uncovering the constituents of reflection itself. Others (Tennant 1997) have argued that the model is extravagant in its claims concerning the four styles of learning. Learning is influenced by various factors which include environments and cultural experiences. The experiential learning model does not take a substantial account of different cultural conditions which influence learning. The model advocates for stage by stage process of learning or learning in steps yet that is not well situated in the reality of thinking. Given that it is possible for many processes to occur all at once, the steps can be by-passed and therefore the model is too neat in this notion. The model lacks sufficient empirical support given that little research was conducted at base and even the studies that have been carried out to explore the model or test it are limited. What’s more, the learning style inventory does not have capacity to evaluate the extent of assimilation of learning styles (Tennant 1997). Experiential learning provides graphical demonstration of how the rate of learning changes in an individual for a particular activity. The graph is plotted to track the knowledge acquired by an individual against time used in learning. The resulting graph is typically steep at the beginning since the beginner learns quickly but the rate of gaining knowledge reduces with time. The learning curve differs from one activity to another and individual to individual. Learning and development goes a long way in providing all staff of British Airways with sufficient induction via the process of orientation. British Airways uses learning and development as strong tool to making employees especially those that are new in the organization to start in the right direction (Battle et al. 2007). Managers and supervisors at British Airways need knowledge and tools that can enable them to make proper decisions. Despite the shortcomings that organizational learning suffers, it is imperative to an organization that wishes to live longer in the competitive environment full of challenges technologically, socially and economically. Understanding by design which describes an educational planning concept can be effective in aiding the educator to effectively accomplish the nutrition lessons objectives. Understanding by design will guarantee that the adults learning experience within the virtual classrooms or through manipulation of technology does not merely become a prescriptive or instructional program but rather a commendable recursive process. The adult students according to this concept have to grasp the educational content provided, internalize the knowledge and thereafter be able to demonstrate the knowledge that they have acquired by conducting explicit activities. For example in a lesson that focuses on meal planning techniques and strategies to guarantee healthy living for people who are diabetic, the students can be individually involved in creation of charts that indicate how such persons can ensure portion control. The students can also practice drawing meal planned charts using various methods for instance the plate’s methods. In the lesson where food groups and the food pyramid is the focus of the day activities may for instance involve the learners downloading a recent food pyramid and trying to come up with their own food items within another new food pyramid. Models and samples of the adult students work can be collected and made visible in a specific website that all students can be able to access. The learners can also through online discussions discuss about the different food servings and portions each of them may need to have everyday. Allowing for case studies, simulations, quizzes, games, brainstorming, and simulations may additionally be essential. The teacher in embracing this concept will have to be able to exercise at least five of the six facets that are believed to enhance learners understanding that include in-depth video explanations, empathy, interpretation, self evaluations and application. The teacher must moreover have an assessment criterion that will pin point and showcase any misconceptions or misunderstandings that the students might be having concerning particular lesson content. Work cited Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective, Reading, Mass. Addison Wesley. Battle, A., Raina, R., Lee, H., Packer, B., and Andrew Y., (2007) Self-taught learning: transfer learning from unlabeled data. Corvallis, Oregon 759-766. Boud, D. et al (eds.) (1985). Reflection. Turning experience into learning, London. Kogan: 169- 172 Cohen, D. and Prusak, L. (2004). In Good Company. How social capital makes organizations work. Boston. Harvard Business School Press. Dixon, N. (2001). The Organizational Learning Cycle: How we can learn collectively. London: McGraw-Hill. Maurer, A. (2008). Learning Similarity with Operator-valued Large-margin Classifiers. The Journal of Machine Learning Research, 9, p.1049-1082 Owen, P., H. (2002). Organizational learning communities and the dark side of the learning organization. Knoxville College; Tennessee 8(95): 51 – 60. Sadler-Smith, E. (2006). Learning and Development for Managers: Perspectives from Research and Practice. Blackwell Publishing Silver, D. (2008). Inductive transfer with context-sensitive neural networks. Journal of Machine Learning, 73 (3): 313-336. Tennant, M. (1997). Psychology and Adult Learning. 2nd Edition. London: Rutledge. Read More