Learning Theories; An Overview
The learning theories found on this page have all been extremely useful in helping me understand my learning processes and the best methods to achieve the results desired. Below you will find a short synopsis of the theory and the corresponding website should you like further information.
Situated Learning Theory (J. Lave)
Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture. In contrast with most classroom learning activities that involve abstract knowledge which is in and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context, and culture. It is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a process of “legitimate peripheral participation.”
Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning; learners become involved in a “community of practice” which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert.
Learn more: Text retrieved from http://www.learning-theories.com/situated-learning-theory-lave.html
Transformational Learning Theory (Mezirow)
Mezirow (1997) states that we do not make transformative changes in the way we learn as long as the new material fits comfortably in our existing frames of reference. Three common themes characterize Mezirow's theory of the mechanism of transformational learning in the classroom; these are experience, critical reflection, and rational discourse. The students' life experiences provide a starting point for transformational learning (Mezirow, 1991). Mezirow (1997) emphasizes that transformative learning is rooted in the way human beings communicate and does not link it exclusively with significant life events of the learner. Through this combination of reflection and discourse the student was able to make shifts in his/her world view, producing a more inclusive world-view.
Learn more, Text retrieved from http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html