Joe DeGraaf - Theory Review

Joe DeGraaf

Commented On: Denise Hile & Emily Sheperd

Joe DeGraaf

10.1.17

Theory Review Paper

Dr. Chang

The Learning Process

Introduction:

The learning process is a part of every learning experience. It helps to define our ability as well as our strengths and weaknesses as a learner. While there are many variations of the learning process, several key characteristics may be found in each theory. As educators and facilitators, obtaining an understanding of the learning process can have a valuable impact on the quality of our education and the experience we provide for ourselves and our students.
Themes:

            One of the key characteristics found in most descriptions of the learning process is that it is cyclical in nature. The learning process is not a definition of linear experiences or bits of information that dot the timeline of our life. It is the process whereby learning begets learning in perpetuity. When this process fails, learning can be halted or hindered.

            Educators often focus solely on the content of their material. Little thought is given to how the process of learning actually occurs for the learner. Those who fail to understand this process may lose valuable progress or leave some learners behind. Dr. Peter Jarvis argues similarly that a good education is not necessarily based on the content being learned, but rather on the way in which learning occurs (2004, pg. 216). Put another way, “The pipe is more important than the content within the pipe” (Siemens, 2005, pg. 6).

            Many educators also focus more on learning styles for their students. De Ciantes and Kirton note the importance of distinguishing between the learning process and learning styles and abilities (1996, pg. 813). This importance is also emphasized in the work of Dr. David Kolb, one of the most prominent advocates of the learning process.

            Kolb proposes that “learning is conceived of as a four-stage cycle” (1976, pg. 21). The first stage is defined as concrete experience, or “being involved in the world” (Heery & Noon, 2008). The second stage is reflective observation, wherein the learner reflects and thinks back on their experiences. The third stage, termed abstract conceptualization, involves the drawing of conclusions from these experiences and making generalizations, creating new theories or building on those that already exist (Heery & Noon, 2008). The fourth and final stage is active experimentation, which includes the testing and putting to action of the theories and meanings that were found in the previous stages.

            When examining Kolb’s four stages, it is important to note that the stages have opposing sides. In other words, “A closer examination of the four-stage learning model reveals that learning requires abilities that are polar opposites and that the learner, as a result, must continually choose which set of learning abilities he will bring to bear in any specific learning situation” (Kolb, 1976, pg. 22). When educators focus their attention solely on the content and the abilities of their students, they fail to understand that the learning process requires differing and opposing abilities from each learner. If the learner is not able to employ these various abilities, or the educator is unable to present an experience and process that allows learners to do so, the opportunity to learn may be diminished.

            This point of emphasis hinges on the notion that the learning process is cyclical. If the process is not cyclical, then learning becomes a mere transfer of knowledge from educator to learner. A linear sequence of learning, without the ability to reflect and build on experiences, would stagnate the overall progress of learning over time. Instead, understanding the learning process as a cycle allows us to move beyond content and abilities toward a framework of education where the learner can continue to move forward unhindered.

            Another important characteristic of the learning process is that it is based in experience. Learning is “a process that stems from life itself,” from the events each individual goes through and experiences (Jarvis, 1987, pg. 164). These experiences allow for the process of learning to build and grow, increasing an individual’s understanding of the world and themselves.

            Experiential learning is not a new concept to education. It can be simplified down to “learning from primary experience” (Jarvis, 2004, pg. 101). Kolb explains that “Knowledge is continuously derived from and tested out in the experiences of the learner” (1984, pg. 27). This knowledge, founded in experience, grows throughout the learning process as the cycle builds upon itself over time.

            Dr. Marilyn Taylor proposed a differing model from Kolb’s but one that is also based in experience. For her model, the “learning cycle begins with a disconfirming event or destabilizing experience” (MacKerarcher, 2004, pg. 64). This experience sets up the first stage of disorientation that continues to exploration, reorientation, and finally equilibrium (MacKerarcher, 2004, pg. 65). As with Kolb’s theory, Taylor’s learning process works as a cycle, with the equilibrium state leading to a new experience of disorientation.

            Dr. Dorothy Mackerarcher’s own basic model of the learning process identifies experience as its foundation. In her theory, the learner first “Participates in experiences and activities resulting in the intake of coded and uncoded information from internal and external sources as input to learning” (MacKerarcher, 2004, pg. 53). This experience makes way for the assignment of meaning to these experience, finding ways to utilize these meanings, taking action, receiving feedback, and using that feedback to present new experiences (MacKerarcher, 2004, pg. 53).

            All of these major theories identify experience at the root of the learning process. This process builds from experience as it is something the learner is able to identify with individually. A learner can far more readily react and reflect on their own experiences than on other sources of knowledge or information. Without experience as the foundation, a learner can lose their way in attempts to understand things they cannot relate to or clearly apply.

            This brings up a third major point for the learning process. An individual’s learning can be can be hindered and halted if the process is not followed through in its normal cycle. Taylor describes this phenomenon as the decremental cycle of learning. Learners who enter this phase are those “who enter a protracted disorientation phase and deny they have a problem or blame others for their current situation” (MacKerarcher, 2004, pg. 67).

            Individuals who become locked into one particular phase are unable to progress with the learning experience. The possibility of this issue is understandable in light of the highly emotional aspect of the learning process (MacKerarcher, 2004, pg. 69). In Taylor’s view, the learner experiences a crisis of self-confidence in the face of disorientation (MacKerarcher, 2004, pg. 64). At this point in the process, when undergoing significant stress and tension, the individual might react by blaming others or disengaging from the learning process. When this occurs, the learning process cannot move forward and new experiences offer increasingly limited learning.

            A fourth characteristic key to understanding the learning process is the importance of reflection. Reflection finds its place throughout the learning process but particularly at the end of the cycle, allowing the learner to come to a greater understanding of what they have experienced and what meanings and actions they have applied to adapt to their experience. It is central to moving forward with the process and connecting it with future learning.

            Many scholars advocate that reflection and active experimentation are closely linked (Jarvis, 1987, pg. 164). De Ciantes and Kirton go so far as to put both aspects of the learning process under the same heading, “transformation” (1996, pg. 812). As the learner reflects on the experience, often through the form of communicating with others or analyzing one’s own actions, they move through the process of actively adapting their practice to what they have learned. These active experimentations allow for new experiences that start over the cycle of learning.

            In order for an experience to become meaningful, a learner must reflect on it (Jarvis, 1987, pg. 168). This process is deeply personal and intimate to the learner. While reflection often involves discussions with others, the reflection involves the use of the learner’s own past and experiences over their lifetime. This reflection, then, applies meaning to the experiences, leading to possible future action (Jarvis, 1987, pg. 1969).

            A fifth and final characteristic of the learning process is the place of the facilitator in the learning process. As MacKerarcher explains, “Facilitators also go through a learning cycle in learning how to respond to learners” (2004, pg. 63). This point is easy to miss as the facilitator is often focused more on the learner’s experience than their own. However, the educator also undergoes new experiences as they guide the overall experience of the learner.

            Purposeful educators can use this aspect of the learning process to their benefit. By analysis through intentional reflection, the educator can come to understand the impact of their teaching and the ways in which they can improve the flow through the learning process for individual learners.

For instance, identifying students who may be especially challenged by some particular subject matter may allow the educator to step in and help guide the learner toward reorientation or making meaning out of their experience. Similarly, the more an educator understands how to facilitate the process of reinforcement and reflection, the more effective their teaching might become in students understanding the objectives of the learning opportunity (Jarvis, 2004, pg. 192).
Implications:

Along with the other implications that have been addressed thus far, an understanding of the learning process has wide ranging impact. Understanding the learning process can allow the learner, and the facilitator, to better understand their place in the learning cycle. This can allow for the learning process to move forward where it may otherwise have run stuck. For example, a learner who has applied meaning to an experience might not progress further in their learning without actively engaging with this new meaning through experimentation and reflection. Correcting this issue allows for more fruitful learning.

The learning process can be applied to all areas of learning. While, to many, it may seem easier to apply this learning process toward studies in humanities or personal experience, sciences are often thought of as needing a different form of learning. The learning process, however, is universal.

One form of the learning process that can be applied to the sciences is termed inquiry-based learning. “It can be defined as a process of discovering new causal relations, with the learner formulating hypotheses and testing them by conducting experiments and/or making observations” (Pedaste et al., 2015, pg. 48). As with Kolb, Taylor, Jarvis, and MacKerarcher, inquiry-based learning is divided into several stages that recur through a cycle. This cycle is based in experience, and holds reflection as central to its continuing cycle.

Using inquiry-based learning, or similar approaches for learning in the sciences, focuses more on self-directed learning. This learning requires very active testing of one’s own understanding and knowledge, allowing the development of knowledge rather than stagnation. Without an understanding of the learning process, the emphasis on this active testing may not be as readily seen. Pedaste even argues that without a proper learning process model, the learning process may falter or fail (2015, pg. 57). Applying a learning process approach to education, on the other hand, allows for the learner and facilitator to continue toward higher understanding and greater knowledge.

The topic of the learning process is unique as it is a part of every other conversation. Though oftentimes hidden, the learning process infiltrates all of learning. Without it, learning stagnates and learners regress into continuing frustration. Understanding the learning process is vital for educators as it is a roadmap for their students’ learning. Applying the various models to one’s teaching style and efforts will allow for more seamless transitions of information while simultaneously challenging the learner to analyze their own experience, through their own personal lens, in order to move even further beyond.
Reflection:

It is a pleasure to study these topics and I have enjoyed researching the learning process. It was difficult at the start to find definitive information about the learning process. As it is an aspect seldom focused on outside of our own concentration, it is difficult to find scholars who address it directly. However, after retracing to some of the foundational thinkers in Kolb, Jarvis, and Taylor, I was able to gather more information and understand the material more.

Perhaps most significant in all of this is my own use of the learning process. In writing this paper, I was able to apply the learning process to my own experience. In my interactions with these scholars and the reflection on what it meant to me as a learner, I was able to begin the learning process. Through the writing of this paper and my own reflection on what this means for implications and my own personal understanding, I was able to complete this process. I now look forward to moving on toward applying this new knowledge to future experiences and continuation of the cycle.

	The Main Theoretical Ideas	Summary of How to Apply the Main Theoretical Ideas in Practice
Idea 1	Learning process is a cycle	Understanding the learning process as a cycle allows the facilitator to provide opportunities at each stage of the process, allowing learners to better understand material and complete the learning process.
Idea 2	Learning process is based in experience	Understanding that experience is the root of the learning process allows facilitators to find ways to bring out the experiences of individual learners to tie them to the overall process and make the learning more seamless.
Idea 3	If process is incomplete, learning may falter or fail	Ensuring that learners complete the natural cycle of learning allows facilitators to help more fruitful learning to take place with each individual learner, leaving none behind.
Idea 4	Reflection has high importance	Understanding the importance of reflection to the process keeps the overall process continuing forward and allows for opportunities for more complete learning.
Idea 5	Learning process is important for learner and facilitator	The facilitator learns alongside the learner and can improve their methods, style, and instruction to better accommodate learners through the learning process.

References

De Ciantis, S. M., & Kirton, M. J. (1996). A psychometric reexamination of Kolb's experiential learning cycle construct: A separation of level, style, and process. Educational and Psychological Measurement, 56(5), 809-820. doi:10.1177/0013164496056005007

Heery, E., & Noon, M. (2008). Kolb's learning cycle. In A dictionary of human resource management (2nd ed.). Retrieved from http://www.oxfordreference.com/view/10.1093/acref/9780199298761.001.0001/acref-9780199298761-e-681

Jarvis, P. (1987). Meaningful and meaningless experience: Towards an analysis of learning from life. Adult Education Quarterly, 37(3), 164-172. doi:10.1177/0001848187037003004

Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: RoutledgeFalmer.

Kolb, D. A. (1976). Management and the Learning Process. California Management Review, 18(3), 21-31. doi:10.2307/41164649

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

MacKerarcher, D. (2004). Making sense of adult learning (2nd ed.).

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi:10.1016/j.edurev.2015.02.003

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 1-8. Retrieved from http://er.dut.ac.za/handle/123456789/69