Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22 (4), 396-406.
Summary:
There are different types of learning theory either in relation to external or internal processes. The author�s learning theory is to encompass both processes into a model that incorporates three dimensions within the society a person lives in, which influences how we learn. The three dimensions, which are necessary to all learning and also influence each other, are cognition, emotion, and environment. Cognition is where a teacher instructs and the student is to understand. Emotional is when a student is interested in what is being taught and the understanding level of that knowledge. Social is the student�s ability to interact with others about the new knowledge. A student that understands what a teacher is teaching will have a positive attitude about it and be more inclined to discuss it with others. However, if a student does not understand the concept, he will become frustrated or uninterested, which will then affect how he interacts with his peers about the concept.
The author�s model is within the constructivist model where there are four levels of learning: cumulative, assimilative, accommodative, and transformative. Cumulative is learning that is isolated and not related to something else that has been learned and often occurs in childhood. Assimilative takes new learning and adds it to knowledge already learned. Accommodative requires a person to reevaluate and change old learning in order to incorporate new learning. Transformative is rare and usually occurs during a crisis, which causes drastic changes in person. School learning usually only involves assimilative learning, but the author feels that is not enough since intended learning does not always mean learning is occurring.
A person does not learn everything presented due to a variety of reasons. However, �everyday consciousness� allows a person to learn or not learn something based on what he has already learned about it. He will either accept the new knowledge or reject it before (defence) or during the learning (resistance). The author claims that people are more likely to gain learning if they are resistant to the learning, which causes them to actively be involved with the intended learning.
Review:
The article is a much shortened version of his book, The Three Dimensions. Here he only presents his theory and does not provide much data to support it thoroughly. I would have liked him to give specific examples in relation to his theory and how the students learned or did not learn. In presenting his theory though, it was informative and I got a very good understanding of it and could relate it to my students. I agree with how the author connects the three dimensions of learning. My students go through those dimensions every day with some positively learning and others not. A student who is positively engaged in the lesson will more likely learn and accept the new concept and be able to discuss or teach it to his peers.
Weiler, A. (2005). Information-seeking behavior in Generation Y students: Motivation, critical thinking, and learning theory. The Journal of Academic Librarianship, 31 (1), 46-53.
Summary:
For people born between 1980 and 1994, Generation Y seems to be lacking critical thinking skills upon entrance to college, which may be connected to how the information is obtained. This generation has grown up with computers and other technology all around them. When they desire or need information, they will usually turn to the internet to find it. They seek out new information based on several factors that influence how it is found or accepted. The factors are the �use, reliability, accuracy, currency, availability, and cost� of that information. (P. 50) Most will rely on people as sources since this is easier to access, but those sources have to be determined as reliable by the individuals. However, since time is an issue, most will accept whatever information they find on the internet regardless of reliability.
The author�s research shows that there is a connection between motivation, critical thinking, and information seeking. These students only seek information when they want or need it. Those students with a strong background knowledge or personal experience about a topic are more likely to discuss it. For those just learning the topic they might not discuss it openly. They might feel that to discuss it means you are trying to persuade someone. They might also feel that if they discuss their opinions on the topic, they might be challenged or questioned about them. Critical thinking is also seen as less important than personal and emotional topics. There are also multiple learning theories based on how a person learns, which is connected to the motivation to learn. The more prominent theories are behavior theory, control theory, learning styles, and multiple intelligences. In the author�s research she discusses William Perry�s research on stages undergraduates go through where critical thinking occurs. The first step is �dualism,� where a person deems information as right or wrong. There are good and bad resources and a student will agree or disagree with it depending on if that person trusts the resource. The second step is �multiplicity� where a there is more of a middle ground and a person will agree or disagree, but after they have searched out more information. The last stage is �contextual relativism� where they think less in the right or wrong terms of given information. Critical thinking is used more often in these last two stages.
At the end of the article, the author was able to identify several trends based on qualitative and quantitative research: 1. Generation Y are visual learners. 2. Hands-on activities must relate to topic. 3. Students will come to college with varying degrees of critical thinking skills. 4. They are very concerned with time. 5. Colleges should not expect students to come ready to seek information with high levels of critical thinking.
Review:
This is a very informative and thorough article that links motivation, critical thinking, and learning theory to Generation Y. She explains each in relation to her research and uses good data to support the trends she identified. I think it would be very helpful for some college professors of freshmen undergraduates to read this so they can better understand why their students don�t question or participate in class discussions. They must teach their students how to think critically.
As I was born in 1979 and close to her description of Generation Y, I was connected to her research. I know that going through school and college that it did take me time to think critically of the information given to me. My sisters are directly part of Generation Y and many of the qualities the author found are identifiable in them as they were going to college.
Yli-Luoma, P. V. J., et. al. (2006). Towards a semantic e-learning theory by using a modelling approach. British Journal of Educational Technology, 37 (3), 445-459.
Summary:
The authors are presenting a research plan, not the research, for a new semantic learning theory that will be fully online using Semantic Web. Four learning processes will take place online: internalization, socialization, externalization, and combination. There is a cyclical path between the processes that starts with the individual and continues to group and then to organization.
Within the socialization process, bonding between individuals has been better achieved with face-to-face interaction, but can be achieved online if the content is interesting to the learners. Online relationships can be built with shared or similar experiences and the exchanging of information. The authors list four aspects of effective learning online: participation, response, affective feedback, and short, focused messaging. Interaction with peers and instructors is more important to success than requiring face-to-face contact. They suggest using the program ASAP for presentations and collecting experiences to accomplish this part of Semantic Web.
The next process is the discussion with supporting tools. This is where learners reflect on their shared experiences after the teacher presents new information. Students will be able to discuss it with others. Flash Meeting will be used as a discussion tool for cognitive reflection.
The third process is conceptual modeling tools where they will use visuals to model and understand their new learning. Unified Language Modeling (ULM) will be used for modeling purposes.
The last of the processes is reflective analysis tools. Experimental learning leads to better thinking abilities and understanding of the content. They also test their new knowledge by using online simulations. This is where they apply what they have learned. According to the research plan, Interactive Virtual Tool (IVT) will be used for testing and application.
The authors conclude that by using Semantic Web with these tools, that money might be saved on instruction costs if the difficulties in creating and implementing it can be overcome.
Review:
I found this article�s concept interesting, but it could have been much better if it had the research to go along with this plan. Using the tools within Semantic Web, I think would accomplish the desired learning. However, without the research, the desired affect is unknown. The authors provide valid points and suggest programs that should accomplish each task effectively.
I would only recommend this article to people that were interested in the plan. If someone wanted to know the outcome of how effective it is, I would look for another article that provides that information.