Theories Of Personal Learning

3.1) Theories of Behaviour Management Behaviour management is a tool, a system, generates learning environment to encourage positive behaviour and minimise the opportunity for negative conduct to occur. It is like modifying and change learner's action in a positive manner where the primary focus lies on maintaining order. Many theorists presented their views in their research work on the understanding of the nature of the behaviour BILL ROGER is an education consultant and author present his work on behaviour management, discipline, effective teaching, and stress management etc. and also lectures widely covers the topic to both the learner and the teacher for the challenges facing in leadership in educational premises. Bill Roger recommended

Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education. Constructivism underscores the importance of individual self in building meaning (Vygotsky, 1978). Learners act as an umpire of feeding inlet of knowledge to

Other theories which underpins authentic assessment is Experiential Learning Theory by David Kolb and Situated Learning Theory which was theorized by Lave and Wenger. Experiential learning occurs by making sense of direct everyday experiences. Concrete experiences provide the information that serves as a basis for reflection. On the other hand, Situated Learning Theory is learning in the same contexts in which concepts and theories are applied. Research has shown that real-life applied activities and problem-solving activities establish a contextual setting for many lessons, providing motivation and encouraging curiosity.

In order to determine if HR practitioners can benefit from cognitive theories of learning, it is important to identify whether these theories are suitable for organizations today. Social cognitive theory (SCT) is highly relevant to classroom or formal learning, in which facilitators serve as role-models by presenting the behavior to be learned along with the way to accomplish it, discussing its effectiveness, practising the behavior with the learners and providing corrective feedback (Gibson, 2004). This can help learners develop the necessary mental patterns of suitable behavior. For example, Target stores have successfully utilized behavior modeling techniques in their customer service training programs (Milkovich & Boudreau, 1997). The

Framework of the Study Cognitive Theory Cognitive theory is the dominant theory in instructional design and many of the instructional strategies advocated and utilized by behaviorists are also used by cognitivists. When designing from a behaviorist-cognitivist position, the designer will study the situation and sets a goal. Learning objectives are developed and individual tasks are broken down. In this approach, the designer selects what is significant for the learner to know and recognize, and tries to transfer that knowledge to the learner. Cognitivists consider learners develop learning through receiving, storing, and retrieving information.

On the other hand, the initiator is important in Darseni’s theory because learning only takes place when the learner becomes self-directed and reflective. There needs to be a focus on the self, rather than the product, therefore, effective learning can only occur when it stems from the individual. Further, learner initiated experiences are more effective in ensuring engagement. The different expectation of the role of the learner stems from what the theories consider as the goal of

The general principles in this theory are; people learn by observing other people’s behavior, learning is an internal behavior which may or may not lead to a behavior, during the learning process, people need to be motivated as well for an action to happen, people set goals for themselves depending on what they have observed from others and lastly, people are able to control their actions depending on the consequences that they have observed from others (Bandura, 1986). Stone (2000:4) in his book states that the core at Banduras cognitive theory is modeling that teaches new behaviors both negative and positive implying that ‘people are products and producers of their environment’

According to Dewey (Aedo, 2002), the key idea is that interaction and continuity are two core characteristics of effective teaching and learning gained through experiences. The characteristic of interaction highlights the importance of the dialogue and communication underlying learning; the continuity characteristic emphasizes that the individual learner must be viewed as the key design element in the whole process. In other words, instruction must be designed so that individual learner can effectively build on what he or she knows, and have sufficient resources and assistance to learn. Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,

Their impacts on my facilitation are discussed with appropriate examples from my teaching experiences. Further, factors and issues that impacts adult and collegial learning’s are discussed and how these theories can be influence my facilitation implications in formal and non-formal context are discussed with examples which can optimize learning. Kolb experiential learning theory (Kolb ,1984) Kolb’s theory deals with the power of learning through experience. According to Kolb experiential learning theory, as the name suggests learning is defined as “the process whereby knowledge is created through transformation of experience. Knowledge results from the combination of grasping and transforming experience.” (Kolb 1984, P 41) The model comprises of four elements 1.

Summary: The purpose of this study is to investigate the effectiveness of active learning pedagogy in terms of learners’ learning efficacy in developing crisis leadership qualities. Empirical evidence in the study proves that active learning pedagogy enhances learners’ learning efficacy. Relationship: Active learning pedagogy and learning efficacy are related as the design of lessons affects how well learners absorb information and learn. Implicit Issue: There is an emerging need to utilise active learning pedagogy to facilitate effective development of crisis leadership qualities. Theoretical Perspectives: Technology Enabled Learning (TEL), REusable Active Learning (REAL) as well as Peer Assessment are to be adopted for constructive lessons