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The Learning Process
Learning is defined as a change in the student’s behavior as a result of experience.
Several factors control this process. Amount of learning is controlled by a student’s
desire. Behavior changes can be overt or physical, or intellectual or attitudinal,
which is not easily detected. A student’s goals in life affect the learning process
and those things which apply directly to these goals.
Learning involves experience. Instructors must be able to provide experiences the student can identify
as steps toward attaining his/her personal goals. The learning process involves several types of learning:
verbal, conceptual, perceptual, motor, problem solving, and emotional. Learning is complex. While working
to learn one thing something else may be learned. This additional learning is called incidental learning.
Learning is based on one’s perceptions. These come from the brain from the five senses: sight, hearing, touch,
smell, and taste. Perception results is a person giving meaning to the sensations being experienced.
Ability to perceive is affected by:
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Physical organism - the vehicle in which we become aware of, and operate in, and the world which we are
a part.
- Basic Needs - need to enhance our own organized self.
- Goals and Values - these color every experience we have.
- Self-concept - the way we picture ourselves, and is a powerful determinate in learning.
Positive self concept enhances perception, negative self-concept inhibits perceptual processes,
which in turn introduce psychological barriers which prevent our perceiving.
- Time and opportunity - needed in order to provide experiences necessary to perceive.
- Element of threat - the recognition that fear adversely affects our perception by narrowing
our perceptual field.
Insights involve grouping perceptions into meaningful wholes. Instructors must be able
to point
out to the student the way details work together to form complete ideas and concepts. When a
student is able to tie experiences together and develop insights when there is not threat,
this develops a favorable self-concept, or self-image. Negative self-concept
prevents a student form being receptive to new experiences and causes him/her to
reject additional training.
Motivation is probably the most important force that governs a student’s progress and their
ability to learn. Motivations can be tangible or intangible, or they may be
obvious or subtle,
and difficult to identify. The desire for personal gain, either the acquisition of objects or
position, is the basic positive motivation for all human endeavors and helps a student learn.
Negative motivation that promotes fear and is perceived by the student as a threat hinders
learning. The use of negative motivation rarely promotes effective learning, therefore is
discouraged.
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