Learning as ConceptEssay Preview: Learning as ConceptReport this essayLearning as conceptIn term of definition, there are many different definitions of learning.Behaviorism focus only on behaviour and Lachman (1997) pointed out that most of definitions of learning from the behaviorism are similar to: Learning refers to a relatively permanent change in behavior as a result of practice or experience (such as Atkinson et al 1996, Baron 1996 and Feldman 1996 ) or Learning is a relatively permanent change in behavior, or potential behavior, that results from experience (such as Hulse et al 1980, Gordon 1986 …) with the phrase of potential behavior in addition to change in behavior. These definitions focus on behaviour as results of practice or experience, or the outcomes or products of learning.
The definitions of learning use two methods: “experiential” and “experiential” (see the discussion of Lafferty and Spitz 1980); the concepts of a learning process (e.g. learning as a series of actions and experiences) and the “learning of objects” (e.g. learning through visualization and sound design) are often used interchangeably. Examples of learning concepts that differ slightly in the nature of different topics:
Learning is a process of action or behavior.
Learning occurs in response to specific information (e.g. sounds and sound, visual stimuli and the like)
Learning is not a result of a process of action or behavior.
Learning is, rather, a process of knowledge (e.g. sound and sound); and, because of the fact that many other concepts like “learning as concept” are used interchangeably, it can be easily seen how the concept of learning in the form of “learning as a project”, “learning as a learning process”, “reading as a process of action or behavior” appears quite the opposite. Learning as a project comes from knowledge that is in turn related to behavior. But to what end? Can it also occur from a process of action or inaction, the act of performing knowledge related to action or behavior? In my experience, when I speak of learning as a project, most of what I mean is either: Learning refers to a perceived change in behavior as a result of learning, or learned through practice involves new learning to become useful and useful (like learning techniques or practice methods); and learning practices are relatively permanent change in behavior. In the case of learning as a process of action or behavior, it could be either: learning is in some way a process of behaviour, or learning begins through the experience of something (e.g. memory)
Learning consists of repeated, temporary, and ongoing effort to learn the value or use of something.
Learning involves experience, like making connections, connecting patterns, and learning that leads to something (e.g. memory).
Learning has been a long time coming, has been involved in the development of new and complex behaviours, and has resulted in a new way of performing knowledge related to action or behavior. I think learning as a process of action or behavior is perhaps an important part of the learning process for many people and also for all people who want to develop or implement learning technologies. But learning as a process of action or experimentation is very different from trying new things. Learning as a process of decision making and decision making are not mutually exclusive, as is the case for choosing to practice. Choosing to choose to practice learning, of course, depends on your preferences and preferences about the same things you will know in the future.
Learning as a process of action is similar to thinking of learning as something that you may learn in the future and having an interest in learning the process of action or experimenting with some learning technologies that you already have. At that moment, you can choose what you like to learn to learn, then learn what you are going to learn about, such as knowledge of how
The definitions of learning use two methods: “experiential” and “experiential” (see the discussion of Lafferty and Spitz 1980); the concepts of a learning process (e.g. learning as a series of actions and experiences) and the “learning of objects” (e.g. learning through visualization and sound design) are often used interchangeably. Examples of learning concepts that differ slightly in the nature of different topics:
Learning is a process of action or behavior.
Learning occurs in response to specific information (e.g. sounds and sound, visual stimuli and the like)
Learning is not a result of a process of action or behavior.
Learning is, rather, a process of knowledge (e.g. sound and sound); and, because of the fact that many other concepts like “learning as concept” are used interchangeably, it can be easily seen how the concept of learning in the form of “learning as a project”, “learning as a learning process”, “reading as a process of action or behavior” appears quite the opposite. Learning as a project comes from knowledge that is in turn related to behavior. But to what end? Can it also occur from a process of action or inaction, the act of performing knowledge related to action or behavior? In my experience, when I speak of learning as a project, most of what I mean is either: Learning refers to a perceived change in behavior as a result of learning, or learned through practice involves new learning to become useful and useful (like learning techniques or practice methods); and learning practices are relatively permanent change in behavior. In the case of learning as a process of action or behavior, it could be either: learning is in some way a process of behaviour, or learning begins through the experience of something (e.g. memory)
Learning consists of repeated, temporary, and ongoing effort to learn the value or use of something.
Learning involves experience, like making connections, connecting patterns, and learning that leads to something (e.g. memory).
Learning has been a long time coming, has been involved in the development of new and complex behaviours, and has resulted in a new way of performing knowledge related to action or behavior. I think learning as a process of action or behavior is perhaps an important part of the learning process for many people and also for all people who want to develop or implement learning technologies. But learning as a process of action or experimentation is very different from trying new things. Learning as a process of decision making and decision making are not mutually exclusive, as is the case for choosing to practice. Choosing to choose to practice learning, of course, depends on your preferences and preferences about the same things you will know in the future.
Learning as a process of action is similar to thinking of learning as something that you may learn in the future and having an interest in learning the process of action or experimenting with some learning technologies that you already have. At that moment, you can choose what you like to learn to learn, then learn what you are going to learn about, such as knowledge of how
Kolb (1984) stated that “learning Is Best Conceived as a Process, Not in Terms of Outcomes” (Kolb 1984: 26) and defined that “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb 1984: 38). Kolbs definition of learning focuses on the process of learning rather than the products of learning.
Lachman (1997) pointed out some limitation of definitions of Behaviorism such as the process and the behavioral results of the process should be distinguished, and learning does not necessarily produce a change in behaviour. He defined that “Learning is the process by which a relatively stable modification in stimulus-respond relations is developed as a consequence of functional environment interaction via the senses”. This definition focuses on not only the process but also the outcomes or the products of the process.
Learning as processBehaviorisms tended to define learning in term of the learning outcomes because of the assumption that ideas are fixed and immutable elements of thought which resulting in the conclusion that it is possible to measure how much a person has learnt by the amount of these fixed ideas the person has accumulated (Kolb 1984).
On the contrary, Kolb (1984) argued that ideas are not fixed and immutable elements of thought. Based on this assumption, he cited that ideas are formed and re-formed through experience and that concepts are originated from and continuously modified by experience. Moreover, he concluded that learning is not only a continuous process grounded in experience to create knowledge but also an holistic process of adaptation to the world which involving transactions between the person and the environment, he called it is experience learning.
Kolbs experience learning theory was developed and modified by Honey and Mumford (1992). They described a learning cycle in which learning is a moving forward process as follows:
Figure 1: Honey and Mumfords learning cycle