Understanding Of Learning Theory Research Articles

PENGGUNAAN METODE DALCROZE DALAM PEMBELAJARAN PIANIKA DI SMA NEGERI 1 TANJUNG RAJA

Pianica is a small wind instrument similar to a harmonica, using keyboard blades which has rangeabout three octaves, played by blowing using a flexible pipe connected to the mouth. Pianica learning is designed to train students mentally and physically so that they can interact with others in the form of interactions between students and teachers, the environment, and other learning resources. Furthermore, this study aims to explain the application of the dalcroze method in the pianica learning process and pianica playing techniques using the dalcroze method. The method used in this study refers to the qualitative method using data collection techniques obtained through observation, interviews and field documentation. The results of this study refer to: First, learning pianica is a practical lesson that is useful for improving the skills and abilities and skills of students in playing the musical instrument. In this context, learning dalcroze eurythmics is closely related to solphegio (hearing exercises), improvisation, and eurythmics. Second, the technique of playing the pianica using the dalcroze method is to provide insight and understanding of learning theory, as well as practice. In this case, learning pianica using the Dalcroze method helps the creativity of students in the learning process because it indirectly teaches students to be more thorough, understand and be sensitive to the circumstances or instincts they have.

Difficult horses – prevalence, approaches to management of and understanding of how they develop by equine veterinarians

SummaryDespite the considerable risk of veterinary occupational injury due to adverse horse behaviour, limited information is available about the prevalence of unwanted equine behaviours or common approaches to managing them. An understanding of learning theory may affect veterinarians’ approaches to dealing with unwanted equine behaviours; however, learning theory is not widely taught. The aim of this study was to document the challenges equine veterinarians face when working with difficult horses and define their approaches to managing them, including their understanding of the processes through which horses learn. A link to an online survey was distributed via email amongst UK equine veterinarians. Descriptive and Kruskal–Wallis statistical analyses were performed. We found that 95% of equine veterinarians reported working with difficult horses on at least a monthly basis, resulting in 81% of them sustaining at least one injury in the last 5 years. The most popular methods of dealing with unwanted behaviours were physical and chemical restraint. 46% of those surveyed had never received any tuition on the processes through which horses learn. Despite 79% believing they had at least a moderate understanding of equine learning theory, they performed poorly when tested, with only 10% able to get at least five out of six questions correct. Further education on the subject of learning theory may be beneficial.

Decreased eye-blink rate as a non-invasive measure of stress in the domestic horse

Round-pen, lunging, and liberty training has grown in popularity in recent years in a number of equestrian contexts, due in part to the popularity of contemporary training methods and colt-starting competitions. When well applied, the round-pen can become a classroom, but when poorly applied and without an understanding of learning theory, training in the round-pen or on a lunge-line can pose significant risks to both horse welfare and handler safety. The most serious problems arise when exceeding optimal and safe thresholds of arousal in the horse, which can be detrimental to both human safety and horse welfare in at least 2 ways. First, through the appearance of conflict (e.g., behaviors indicating that the horse is not managing stress-inducing circumstances well) and defensive behaviors that are often associated with a flight response. Second, there is a risk of increased resistance to extinction of flight behavior and the subsequent spontaneous recovery of high levels of arousal and dangerous behaviors. Thus, if the arousal levels are very high, learning and performance are repressed. When arousal levels are insufficient to engage the horse (i.e., acquire and maintain its attention), learning and performance may also be inhibited. Thus, there is an optimal threshold level of arousal where learning can be optimized, and such thresholds are likely unique for individual horses. The precise range of these arousal thresholds is yet to be identified. It therefore follows that in the absence of this information, trainers should adopt a precautionary conservative principle and avoid high arousal levels. Doing so, coupled with optimal application of knowledge of learning theory, can make the round-pen or lunge-line as a safe and useful addition to the horse's training. To minimize the risks associated with training in the round-pen and working horses on a lunge-line, training goals, lesson plans, and training methodologies must apply scientific knowledge on equine ethology, cognition, and learning. Given recent increases in scientific interest in round-pen training, now is an appropriate time to discuss good practice in the context of lunging, round-pens, and other training techniques that may involve the chasing of horses. This review examines current usage, potential risks to horse welfare, and how to ensure training using these methods fosters positive learning outcome and promotes horse welfare.

Cutting to the chase: How round-pen, lunging, and high-speed liberty work may compromise horse welfare

Abstract Round-pen, lunging, and liberty training has grown in popularity in recent years in a number of equestrian contexts, due in part to the popularity of contemporary training methods and colt-starting competitions. When well applied, the round-pen can become a classroom, but when poorly applied and without an understanding of learning theory, training in the round-pen or on a lunge-line can pose significant risks to both horse welfare and handler safety. The most serious problems arise when exceeding optimal and safe thresholds of arousal in the horse, which can be detrimental to both human safety and horse welfare in at least 2 ways. First, through the appearance of conflict (e.g., behaviors indicating that the horse is not managing stress-inducing circumstances well) and defensive behaviors that are often associated with a flight response. Second, there is a risk of increased resistance to extinction of flight behavior and the subsequent spontaneous recovery of high levels of arousal and dangerous behaviors. Thus, if the arousal levels are very high, learning and performance are repressed. When arousal levels are insufficient to engage the horse (i.e., acquire and maintain its attention), learning and performance may also be inhibited. Thus, there is an optimal threshold level of arousal where learning can be optimized, and such thresholds are likely unique for individual horses. The precise range of these arousal thresholds is yet to be identified. It therefore follows that in the absence of this information, trainers should adopt a precautionary conservative principle and avoid high arousal levels. Doing so, coupled with optimal application of knowledge of learning theory, can make the round-pen or lunge-line as a safe and useful addition to the horse's training. To minimize the risks associated with training in the round-pen and working horses on a lunge-line, training goals, lesson plans, and training methodologies must apply scientific knowledge on equine ethology, cognition, and learning. Given recent increases in scientific interest in round-pen training, now is an appropriate time to discuss good practice in the context of lunging, round-pens, and other training techniques that may involve the chasing of horses. This review examines current usage, potential risks to horse welfare, and how to ensure training using these methods fosters positive learning outcome and promotes horse welfare.

The application of learning theory in horse training

The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms ‘positive’ and ‘negative’ as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as ‘addition’ or ‘subtraction’ reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term ‘conflict theory’ be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education.

Pritchard, Alan (2014) Ways of learning. Routledge (London & New York) isbn 978‐0‐415‐83493‐3 143 pp £19.99 https://www.routledge.com/products/9780415834933

SummaryWritten for teachers, who generally lack a sufficient knowledge of how people learn, Pritchard's book aims at enhancing the effectiveness and efficiency of education through raising teachers' understanding of learning theory. However, it does not do so very effectively: even if you are a keen teacher, you will probably find only parts of much interest or use.Mohammad Ali Salmani Nodoushan

Using Concept Maps to Engage Adult Learners in Critical Analysis

An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage adult learners in critical analysis, a skill educators often aim to help learners strengthen. The discussion situates within four learning theories: cognitivist, constructivist, transformative, and social learning. Examples from different contexts using concept maps and connections between theories, learning process, locus of learning, teacher’s role, manifestation in adult education, and activities are presented. The article concludes with putting concept maps and critical analysis into practice in formal and nonformal settings.

The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching

Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.

Applying the learning theories to medical education: A commentary

Medical education of today continues to evolve to meet the challenges of the stakeholders. Medical professionals today are expected to play multiple roles besides being experts. Thus, the curriculum has to be developed in a manner that facilitates learners to achieve the intended goal of becoming a medical professional with multiple competencies. The understanding of learning theories will be helpful in designing and delivering the curriculum to meet the demands of producing a medical professional who would meet the CanMEDS model. This commentary explores and reflects on the learning theories of behaviorism, cognitivism and constructivism as they have evolved over time and the application of these learning theories in medical education, particularly in the context of medical education in Malaysia. The authors are convinced that these three theories are not mutually exclusive but should be operationalized contextually and throughout the different stages of learning in the MBBS curriculum. Understanding these theories and their application will enhance the learning experience of students.

Learning theory and technology in university foreign language education The case of French universities

Second language study in French universities includes both modern language (literary) and foreign language (communicative) approaches, although teaching is dominated by the literary strand. Traditional educational models based on the transmission of knowledge are unable to accommodate recent progress in our understanding of learning theory, which offers cognitivist and constructivist approaches to learning and teaching. Similar advances specific to second language learning and teaching cannot be reconciled with the standard grammar-translation method, but instead call for communicative, task-oriented classrooms. This article traces the development of learning theory and second language teaching with respect to the roles of teacher and learner, conceptions of language as process or product, and individual versus group learning. It recommends an activity-oriented, project-based approach to second language teaching, learning and evaluation as an appropriate foundation for foreign (non-literary) language learners, including future school teachers, and calls for greater academic recognition of second language research.

The rewards and challenges of teaching innovation in university physics: 4 years’ reflection

This paper reports on the transition of the researcher’s teaching from before and during an innovation in teaching practice, including 1 year of traditional teaching (1996) and 3 years of teaching based on a constructivist view of learning (1999–2001), in a university physics course in Taiwan. Learning outcomes for each year were evaluated by both standardized conceptual tests and student questionnaire surveys. The results indicated a dilemma the researcher had encountered at an early stage in the teaching innovation, in contrast to the more rewarding outcomes in the longer term. This study indicated the promising yet sophisticated nature of this innovative constructivist teaching. The success of the teaching innovation may not be obtained easily, as criticisms and drawbacks are likely to arise before acceptance is achieved. Conscientious and persistent modifications, based on feedback from the classroom implementation and on understanding of learning theories, are required to achieve success from the teaching innovation.

Accounting information systems and learning theory: an integrated approach to teaching

A background to the adoption of computing in accounting education is discussed. There has been considerable pressure by the accounting profession for information technology to be taught in tertiary accounting courses. While accommodating these expectations, accounting academics have been concerned that such teaching should focus on conceptual understanding, rather than training. Research on effectiveness of computers and the learning of accounting concepts has been considered and found to be inconclusive and conflicting. It has been argued that an understanding of learning theory is necessary to enhance the effectiveness of teaching computerized accounting. An approach to teaching computerized accounting information systems and integrating learning theories is presented via a practical example: the objectives of teaching computerized accounting and reasons for adopting the SYBIZ Rev L software package are presented. The chosen approach in developing the teaching and learning material is outlined and linke...