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For years I have tried to get to the root of learning at a level that provokes deeper thought. eLearning’s critical issues starts with and is fueled by the individual disagreement of precise nature of learning and the definition there of. From there we move into different areas of views, processes, and definitions that get the crisis ball rolling in developing eLearning. I believe it comes down to behavior and motivation.
A learning change in behavior can come from a variety of learning sources. Paradox or just how things are?
Learning theory is broad and diverse. Once again, numerous variables creating non-standard metrics of learning resulting in any type of perceived crisis. The psychology of learning is simple and should be drawn upon to help resolve issues as they arise. All the research and assessments become “block and tackle” fundamentals for eLearning crisis reduction. Stimuli and reinforcement are universal in avoiding an eLearning solution crisis and reducing critical issues in the learning theory that applies to this style of content delivery. Cognitive theories are the answer in part to the solution to remove the critical issues that affect the outcomes for behavioral theories. Building your eLearning plan or approach with both will minimize the issues by having a starting point and end goal in mind. You can color it in with learning theory all you want from there. One key variable in the effectiveness of all this is motivation. This can be difficult if not addressed by the reason for the education or content, but in my opinion it lies within the learners – and you should know that before you develop. The goal of “knowledge transfer” occurs when the eLearning critical issues are addressed as an audience based plan for learning and interaction. Simply put, have you asked yourself these question before developing your eLearning plans?
How does learning occur? How will it apply to my eLearning?
- Interest then-stimuli and reinforcement in the learning environment.
What is the role of memory? How do I reinforce it in eLearning?
- Subjective at best. We remember things we like and what is mandatory. Everything else is suppressed.
What is the role of motivation? How do I motivate the self-learner?
- We have little control over learner motivation, make it interesting.
How does transfer occur? Content? Interaction?
- Transfer of knowledge or learning begins through acceptance of content and assessment of information intake.
Which processes are involved in self-regulation? What will be the approach?
- In any learning environment learners must establish their own pace and commitment to learn.
What are the implications for eLearning instruction?
- There are many, most of all perception and interpretation per learner.
I hope this blog helped you think deeper today about higher levels of thought for learners in eLearning.
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