Module 1

WHAT IS LEARNING?

Many scholars and psychologists have presented various meanings of the concept of learning. We shall go through a few.

1. “A change in human disposition or capability that persists over a period of time and is not simply ascribable to processes of growth.”
   — From The Conditions of Learning by Robert Gagne

2. “Learning is the relatively permanent change in a person’s knowledge or behavior due to experience. This definition has three components: 1) the duration of the change is long-term rather than short-term; 2) the locus of the change is the content and structure of knowledge in memory or the behavior of the learner; 3) the cause of the change is the learner’s experience in the environment rather than fatigue, motivation, drugs, physical condition or physiologic intervention.”
   –From Learning in Encyclopedia of Educational Research, Richard E. Mayer 

3. “We define learning as the transformative process of taking in information that—when internalized and mixed with what we have experienced—changes what we know and builds on what we do. It’s based on input, process, and reflection. It is what changes us.”
   –From The New Social Learning by Tony Bingham and Marcia Conner

4. “It has been suggested that the term learning defies precise definition because it is put to multiple uses. Learning is used to refer to (1) the acquisition and mastery of what is already known about something, (2) the extension and clarification of meaning of one’s experience, or (3) an organized, intentional process of testing ideas relevant to problems. In other words, it is used to describe a product, a process, or a function.”
   –From Learning How to Learn: Applied Theory for Adults by R.M. Smith

5. “Acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities.” (Listen to an interview with one of the authors.)
   From Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel

6. “A process that leads to change, which occurs as a result of experience and increases the potential of improved performance and future learning.”
   From How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan Ambrose, et al.

7. “The process of gaining knowledge and expertise.”
   From The Adult Learner by Malcolm Knowles

8. “Learning involves strengthening correct responses and weakening incorrect responses. Learning involves adding new information to your memory. Learning involves making sense of the presented material by attending to relevant information, mentally reorganizing it, and connecting it with what you already know.”
   From eLearning and the Science of Instruction by Ruth C. Clark and Richard E. Mayer

9. “A persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world.”
   From Psychology of Learning for Instruction by M. Driscoll

10. “Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.”
    From Connectivism: A Learning Theory for the Digital Age by George Seimens

(Credit: https://theelearningcoach.com/learning/10-definitions-learning/) 

From all definitions above, the following keywords stand out about learning:

1. Change in behaviour

2. Experience

3. Knowledge

4. Process

5. Skills

6. Etc.   

ACTIVITY: Using your learning jotter, define learning in your own words.

In the video below, you will learn about HOW LEARNING happens. This is important to you as a teacher. Watch the video now and make sure you jot down important points. 

Welcome back from watching the video. I hope you've learned something that will be helpful as you plan your next lesson.

FACTORS THAT CONTRIBUTE TO STUDENTS' ENGAGEMENT 

Identifying the factors that contribute to student engagement in the learning process is essential for creating a dynamic and motivating educational environment. Here are key factors that influence student engagement:

1. Relevance and Real-World Connection

- Contextual Relevance: Students are more engaged when they see the relevance of the material to their lives and future goals.

- Real-World Application: Connecting lessons to real-world scenarios helps students understand the practical significance of what they are learning.

 2. Positive Teacher-Student Relationships

- Supportive Environment: Building trust and rapport with students encourages engagement and a willingness to participate.

- Effective Communication: Open communication and a positive teacher-student relationship foster a sense of belonging and motivation to learn.

 3. Active Learning and Participation

- Hands-On Activities: Engaging students in hands-on learning experiences promotes active participation and deeper understanding.

- Collaborative Learning: Group projects and discussions encourage interaction, communication, and shared learning experiences.

4. Autonomy and Choice

- Empowering Students: Providing students with choices and autonomy in their learning allows them to take ownership of their education.

- Personalized Learning: Tailoring lessons to students' interests and learning styles fosters a sense of autonomy and engagement.

5. Technology Integration

- Interactive Tools: Integrating technology tools and multimedia resources captures student interest and enhances engagement.

- Online Platforms: Using online platforms for interactive learning activities can increase student engagement and motivation.

 6. Feedback and Assessment

- Timely Feedback: Providing timely and constructive feedback helps students track their progress and stay motivated to improve.

- Formative Assessment: Regular formative assessments gauge student understanding, guide instruction, and promote engagement.

7. Variety and Novelty

- Diverse Teaching Strategies: Incorporating a variety of teaching methods and activities maintains student interest and engagement.

- Novelty and Challenge: Presenting challenging tasks and novel experiences keeps students motivated and curious about their learning.

8. Intrinsic Motivation

- Curiosity and Interest: Stimulating students' curiosity and interest in the subject matter drives intrinsic motivation and engagement.

- Goal Setting: Setting achievable goals and milestones helps students stay focused, motivated, and engaged in their learning journey.

Now, let's take a look at Engagement and its importance in effective teaching.

One of the learning gaps in most schools today is caused by a lack of engagement. Hence the following quotes: 

In the Chinese proverb, ”When I hear I forget, when I see I remember, when I do, I understand,” as well as Ben Franklin's, “Tell me and I forget, teach me and I may remember, involve me and I learn.” Engagement is key and the senses are our conduit to engaging our students. 

Engagement in learning is the ingenuity of teachers in crafting lessons that are learner-centered and that make provision for learners' activities such that they are actively involved in their learning processes. The Chinese and Benjamin Franklin's quotes above wisely summarise the importance of engaging learners in their learning activities.  

Engagement makes learning interesting and allows learners to experience what they are being taught. It is this experience that enables them to easily recall concepts during evaluations. 

In the next video, you will learn about Ten Strategies & Tips to Increase Student Engagement in the Classroom. Remember to make notes on the ones you can implement in your class.

Click on the video to watch it now. Have fun!

Welcome back from watching that amazing video. 

Now let's Explore the psychology of student engagement and motivation.

The psychology of student engagement and motivation explores the underlying cognitive, emotional, and behavioral factors that influence how students engage with learning tasks, persist through challenges, and maintain interest and effort in academic pursuits. Drawing on established psychological theories and research findings, the following key aspects shed light on the psychology behind student engagement and motivation:

1. Self-Determination Theory (SDT)

- According to Self-Determination Theory (Ryan & Deci, 2000), students are driven by three innate psychological needs:

   - Autonomy: The desire to have control and agency over one's own actions.

   - Competence: The need to feel capable and effective in mastering tasks.

   - Relatedness: The longing for positive connections with others in the learning environment.

 2. Intrinsic and Extrinsic Motivation

- Intrinsic motivation (Ryan & Deci, 2000) stems from internal desires like curiosity and enjoyment, leading to sustained engagement.

- Extrinsic motivation, while effective for task completion, may not foster a deep love for learning without intrinsic interest (Deci, Koestner, & Ryan, 1999).

 3. Goal Setting and Self-Efficacy

- Goal-setting theory (Locke & Latham, 1990) emphasizes the importance of setting challenging but achievable goals to enhance motivation.

- Self-efficacy theory (Bandura, 1977) posits that students' beliefs in their own capabilities greatly influence their motivation and persistence in learning tasks.

 4. Emotional Regulation and Well-being

- Positive emotions such as interest and joy are associated with increased engagement and motivation (Skinner & Belmont, 1993).

- Managing stress and negative emotions is crucial for maintaining motivation and promoting a conducive learning environment (Pekrun et al., 2009).

5. Zone of Proximal Development (ZPD)

- The Zone of Proximal Development (Vygotsky, 1978) emphasizes the importance of providing appropriate levels of support and challenge to optimize learning.

- Scaffolding tasks within students' ZPD promotes engagement, learning, and motivation (Wood, Bruner, & Ross, 1976).

6. Attribution Theory

- Attribution theory (Weiner, 1985) suggests that students' beliefs about the causes of their successes and failures impact their motivation levels.

- Encouraging a growth mindset (Dweck, 2006) that values effort and learning from mistakes fosters a positive approach to challenges and supports motivation.

Activity: Identify any of the theories highlighted above that you can apply in planning your next lesson. Write down how you intend to implement them. 

In the next video, you will learn about 20 Ways you can use to motivate your students. Ensure you jot vital points on your learning jotter.

How to Analyze the impact of engaging lessons on student learning outcomes

Analyzing the impact of engaging lessons on student learning outcomes involves assessing how student engagement influences academic performance, knowledge retention, skill development, and overall learning achievement. Here's how you can effectively analyze the impact of engaging lessons on student learning outcomes:

1. Collect Data:

- Gather quantitative data such as grades, test scores, completion rates, and attendance records to measure student performance and progress.

- Use qualitative data like student surveys, observations, and anecdotal feedback to gain insights into student engagement and perceptions of learning experiences.

 2. Pre- and Post-Assessments:

- Administer pre-assessments to establish baseline data on student knowledge and skills before the engaging lessons.

- Conduct post-assessments to evaluate the impact of the lessons on student learning outcomes, identifying any improvements or changes in performance.

 3. Observations and Reflections:

- Observe student behavior, participation, and interactions during engaging lessons to gauge their level of engagement and interest.

- Reflect on student responses, questions, and feedback to assess their understanding, engagement, and learning progress.

 4. Student Performance Analysis:

- Compare student performance before and after engaging lessons to determine any improvements, changes, or patterns in academic achievement.

- Analyze trends in student grades, test scores, and class participation to identify correlations between engagement levels and learning outcomes.

5. Learning Assessments:

- Use formative assessments like quizzes, discussions, projects, and presentations to gauge student understanding, retention, and application of lesson content.

- Analyze student responses, work samples, and performance to evaluate the effectiveness of engaging lessons in promoting learning and skill development.

6. Feedback and Reflection:

- Seek feedback from students through surveys, focus groups, or discussions to gather their perspectives on the impact of engaging lessons on their learning outcomes.

- Reflect on teaching strategies, student responses, and assessment results to identify strengths, areas for improvement, and opportunities for enhancing student engagement and learning outcomes.

7. Data Analysis and Interpretation:

- Use data analysis tools and techniques to interpret assessment results, and identify trends, patterns, and correlations between student engagement and learning outcomes.

- Draw conclusions based on the data collected, reflecting on the effectiveness of engaging lessons in achieving desired learning outcomes.

It is believed that if teachers painstakingly follow the strategies above, they will succeed in identifying the impacts of learning engagements on their students.