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TL 1 > Adult Learning Theories > Flashcards

Adult Learning Theories Flashcards

1
Q

Who considered that learning is the process of constructing new knowledge on the foundations of what you already know.

A

Vygotsky (1997),

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2
Q

considered that adults learn in different ways from children

A

Malcolm Knowles (1988)

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3
Q

He introduced the term ‘‘andragogy’’ to differentiate adult learning from pedagogy

A

Malcolm Knowles (1988)

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4
Q

andragogy can not be applied equally to children’s learning. True or false?

A

False

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5
Q

___________ includes the acquisition of three domains: knowledge, skills and attitudes.

A

Learning

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6
Q

Any theories should ideally account for ________

A

Learning

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7
Q

These focus on individual experience, and include the behaviourist and cognitive learning theories.

A

Instrumental learning theories

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8
Q

are the basis of many competency based curricula and training programmes

A

Behavioural theories

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9
Q

in the environment leads to a change in behaviour.

A

stimulus

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10
Q

focus learning in the mental and psychological processes of the mind, not on behaviour.

A

Cognitive learning theories

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11
Q

focus learning in the mental and psychological processes of the mind, not on behaviour. They are concerned with perception and the processing of information

A

Cognitive learning theories

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12
Q

has influenced adult education by making educators responsible for creating, facilitating access to and organising experiences in order to facilitate learning

A

Experiential learning

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13
Q

both Bruner’s (1966) discovery learning and Piaget’s (1952) theory of cognitive devel- opment support this approach

A

Experiential learning

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14
Q

has been criticised for focusing essentially on develop- ing individual knowledge and limiting the social context

A

Experiential learning

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15
Q

has been criticised for focusing essentially on develop- ing individual knowledge and limiting the social context

A

Experiential learning

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16
Q

These theories promote indi- vidual development and are more learner-centred

A

Humanistic theories:

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17
Q

to produce individuals who have the potential for self-actualisation, and who are self-directed and intern- ally motivated.

A

Goal of Humanistic theories

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18
Q

Knowles (1988) supported this theory by popularising the concept of ‘‘andragogy’’.

A

Humanistic theories:

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19
Q

explains the motivation to learn, its main limitation is the exclusion of context and the social mechanism of constructing meaning and knowledge.

A

Humanistic theories:

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20
Q

adults can plan, conduct, and evaluate their own learning

A

Self-directed learning

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21
Q

emphasising autonomy and individual freedom in learning.

A

Goal of Self-directed learning

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22
Q

explores the way in which critical reflection can be used to challenge the learner’s beliefs and assumptions

A

Transformative learning theory:

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23
Q

A disorienting dilemma which is the catalyst/trigger to review own views/perspectives – ‘‘knowing that you don’t know’’

A

perspective transformation

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24
Q

The context, which includes personal, professional and social factors

A

perspective transformation

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25
Q

identifies different forms of reflection in transformation of meanings, structures, context, process and premise. Premise reflection involves the critical re-examination of long held presuppositions

A

Critical reflection

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26
Q

The two elements that are crucial to social theories of learning are context and community

A

Social theories of learning:

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27
Q

In social theories learning, The two elements that are crucial to social theories of learning are _____ and _____

A

Context

Community

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28
Q

These concepts have been developed by Etienne Wenger (Lave & Wenger 1991; Wenger 1998), who emphasises the importance of ‘‘communities of practice’’

A

Social theories of learning

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29
Q

Person who emphasises the importance of ‘‘communities of practice’’ in guiding and encouraging the learner.

A

Etienne Wenger

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30
Q

The way in which a learner’s experience is shaped by their context and community is developed by ________

A

situativity theory

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31
Q

is discussed by Durning & Artino (2011).

A

Situativity theory

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32
Q

__________ and __________ are social activities

A

Learning
Thinking

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33
Q

_________ and ________ are structured by the tools available in specific situations

A

Thinking
Learning

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34
Q

is influenced by the setting in which learning
takes place (Wilson 1993).

A

Thinking

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35
Q

Any theoretical model that attempts to explain and relates adult learning to an educational theory must have two critical elements – _________ and ____________

A

Motivation
Reflection

36
Q

Any theoretical model that attempts to explain and relates adult learning to an educational theory

A

Motivational models:

37
Q

recognises the importance of intrinsic motivation

A

Motivational models

38
Q

The theory recognises the importance of intrinsic motivation, and considers that three basic needs must be fulfilled to sustain it: __________, __________, and a feeling of ______

A

Autonomy
Competence
Belonging

39
Q

One of the issues about learning is that a low expectation of success will result in poor motivation to learn, unless the perceived value of success is overwhelming. This is partly explained by __________ theory of needs

A

Maslow

40
Q

theory (Weiner 1992) incorporates the _____ of success and expectancy of success.

A

Value

41
Q

Motivation to learn = ___________ of success x _______ of success

A

Expectancy
Value

42
Q

The main external barriers to motivation are ______ and_______, __________, and ________ to learning or obtaining information.

A

Life events
transitions
Opportunities
Barriers

43
Q

consider that reflection leads to action and then change.

A

Reflective models

44
Q

The reflection-change models consider that reflection leads to ________ and then ________

A

Action
Change

45
Q

important relevance to medical education, and more widely in society

A

Reflective Learning

46
Q

using _________ and _________ as tools to develop both knowledge and skills is starting to provide very valuable insights for educators

A

Reflection
Feedback

47
Q

considered that the mind was a tabula rasa or ‘‘blank slate’’

A

John Locke

48
Q

derived his laws, principally the law of effect

A

Edward Thorndike

49
Q

learning occurred if it had a positive effect on the individual

A

Law of effect

50
Q

repetition strengthened the learning.

A

Law of exercise

51
Q

who demonstrated that some forms of learning could be demonstrated by a simple stimulus-response para- digm

A

Skinner

52
Q

reward could be used to ensure an appropri- ate response to a stimulus.

A

simple stimulus-response para- digm,

53
Q

Skinner showed that there were three elements that strengthened learning, _____, _______, ______

A

Frequency
contiguity
contingency

54
Q

_________ showed that there were three elements that strengthened learning, namely frequency

A

Skinner

55
Q

the number of times a stimulus was presented

A

frequency

56
Q

the time delay between the response and the reward

A

contiguity

57
Q

continued link between the stimulus and the reward

A

contingency

58
Q

considers that the type of experiments favoured by behaviourists do not explain the acquisition of higher order skills, such as the learning of language.

A

Chomsky

59
Q

argued that our brains are programmed to acquire higher order skills, which we develop and modify by experience.

A

Chomsky

60
Q

a cognitive constructivist

A

Piaget

61
Q

considered the different types of knowledge that could be acquired at different stages in a young person’s life

A

Piaget

62
Q

who studied the way in which college students change from dualism

A

William Perry

63
Q

Is a Social constructivists

A

Vygotsky

64
Q

focus on the way that the learning community supports learning.

A

Vygotsky

65
Q

Zone of Proximal Development, whereby a learner can only acquire new knowledge if they can link it in with existing knowledge.

A

Social constructivism

66
Q

This enables us to formulate abstract concepts that make sense of the new data.

A

reflection in action,

67
Q

In turn this will lead us to propose tests of our knowledge, through direct experimentation or through debate and discussion.

A

reflection in action

68
Q

It is crucial that the learner thinks about the processes they have used, and the extent to which they were rigorous or appropriate in the use of the material; this is fundamental to learning.

A

reflection on action.

69
Q

refers to the structural things that teachers do to guide learners through the teaching and learning material.

A

Scaffolding

70
Q

They are necessary because the sheer volume and complexity of knowledge to be acquired often leaves the learner standing on the threshold (in a state of liminality), rather than stepping into the world of learning.

A

Scaffolding

71
Q

exists when the learner’s existing knowledge is challenged and found to be incomplete. The challenge can be internal, when a learner is thinking things through, or it can be external, provided by a teacher or patient.

A

dissonance phase

72
Q

the learner seeks out a number of possible explanations or solutions to a problem (elaboration), and through completing tasks, research, reflec- tion and discussion refines the new information into a series of concepts which are, for the learner, new.

A

refinement phase

73
Q

is where the learner develops or restructures their ideas to account for the increased information they have acquired.

A

organisation phase

74
Q

is arguably the most crucial, as it is where the learner articulates their newly acquired knowledge and tests it against what their peers and teachers believe.

A

feedback phase

75
Q

will either reinforce their schema, or oblige the learner to reconsider it in the light of new information.

A

Feedback phase

76
Q

the learner reflects upon the process they have undergone, looking back over the learning cycle and identifying what they have learned from it

A

consolidation phase

77
Q

Learners role
Identify prior (base-line) knowledge, skills and attitudes
Recognise what is unknown

Teachers role
Provide the context in which the student can learn.
Increase extrinsic motivation through appropriate tasks

A

Dissonance phase

78
Q

Learners role
Think of many possible explanations or solutions to the case or problem.
Work out which are the most likely resources to refine the possibilities

Teachers role
Ensure the relevant learning experiences are available – at the appropriate level for the learner

A

Refinement phase

79
Q

Learners role
Test and re-test the hypothesis
Organise the information into a ‘‘story’’ that makes sense to the learner

Teachers role
Provide advance organisers for the learners – struc- tures upon which they can continue to build.
Encourage reflection in action

A

Organisation phase

80
Q

Learners role

Teachers role

A

Feedback phase

81
Q

Learners role
Reflection in the light of prior knowledge
Reflection on the learning process

Teachers role

Provide opportunities for the learner to rehearse and/apply their new knowledge
Encourage reflection on action.

A

Consolidation phase

82
Q

The key to success as an educator is probably providing the advance organisers.

A

The dissonance phase.

83
Q

If the aim of the educational intervention is simply to present the learner with new knowledge

A

surface learning

84
Q

The educator has two roles in supporting the learner. (2pts)

A

Scaffolding
Syllabus

85
Q

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

A

Declaration of interest

TL 1 (8 decks)

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