Educators employ different teaching strategies depending on their experience, the type of material they are covering, and the qualities of the learners. Most teaching strategies have their roots in learning theories. Learning theories are theoretical frameworks that explain how people acquire, retain, modify and use information. The learning theories have undergone different modifications and reformulations over the years to accommodate new discoveries and explain learning in the changing environment. This paper discusses learning theories and strategies in the context of adult education. It explores the strategies that nurse educators can employ to make learning more effective.
How do adults learn best?
Educating adults is not the same thing as teaching children; strategies that are effective in children education might not be effective in adult education. Unlike children, adults are responsible for their own learning. Adenrino (2006) identifies different characteristics of adult learners that should guide educators and curriculum developers. These characteristics are based on the works of Malcolm S. Knowles, one of the key figures in adult education (Adenrino, 2006). According to Adrenrino (2006), adult learners prefer to know why they are learning something and combine the new ideas they acquire with the ones they already know. Adult learners prefer learning that helps them solve problems, learning by doing, and a learning environment that involves social interaction Adenrino (2006). In addition, they want to acquire knowledge that can be applied immediately and like bringing their life experiences to learning. An adult educator should put the characteristics into consideration when devising teaching strategies. Effective adult education strategies include hand-on training, group work, a supportive learning environment, and giving the students room to plan and direct their learning.
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Theories of learning
Over the years, learning psychologists have come up with different theories of learning. Examples of these theories are behaviorism, constructivism, cognitivism, and the humanistic theory of learning. Cognitivism suggests that learning is facilitated by the internal processing of information. Behaviorism is based on the idea that the association between stimuli and response causes behavior acquisition and behavior change (Ertmer & Newby, 1993). Constructivism theory of learning asserts that people build knowledge through experience (Ertmer & Newby, 1993). Humanistic theory of learning entails learning by observing the behavior of others and the consequences of those behaviors. Understanding learning theories can help nurse educators know how learning takes place. It helps them predict learning outcomes more accurately. Knowledge of learning theories also helps educators to make informed choices when deciding the methods of content delivery to use. Behaviorism focuses on observable changes in behavior. Behavioral theorists assert that humans are born as blank slates, and environmental changes that affect behavior are responsible for learning (Ertmer & Newby, 1993). In behaviorist learning, internal processes such as emotions and thoughts play a minor role since they are not observable (Ertmer & Newby, 1993). Initial behavioral learning theories were based on the assumption that humans and animals follow similar learning processes (Ormrod, 2016). In behaviorism, learning takes place through behavioral changes. When a learner is exposed to a stimulus from the environment, they produce a response. The response can be natural or reinforced. Environmental factors that produce the desired response by the learner are then reinforced or repeated so that they become part of the learner’s behavior (Ormrod, 2016). Unlike behaviorism that focuses on response to stimuli, cognitivism learning theories focus on how humans perceive, store, retrieve, and relate sets of knowledge acquired at different times. Cognitivism treats behavior change as an indicator of the internal processes in the learner's mind (Ormrod, 2016). Learners are not mere responders to stimuli, but they are actively involved in the gathering, processing, and reorganization of information (Ormrod, 2016). Also, people are in control of their learning. Cognitivism learning theories maintain that animals and humans have different learning processes; this contrasts behaviorism theories’ view that animals and humans learn in similar ways. The roles of educators in cognitive learning are to manage problem solving as well as provide opportunities for learners to acquire new information. The mains difference between behaviorism and cognitivism is that learning is change of behavior in behaviorism and change of knowledge in cognitivism. Constructivism asserts that learning is based on a combination of personal experience and internal knowledge (Ertmer & Newby, 1993). Learning differs from one person to another since it depends on the meanings an individual draws from their experiences. Learning occurs when a person uses their experience and knowledge to form new ideas. This means that learners need to have a knowledge base in order to solve problems. Examples of constructivism in action are research projects and evaluation of case studies. Humanistic theory of learning suggests that the learning process entails observing the behavior of others and the consequences (Lemberger, Brigman, & Webb, 2011). The theory asserts that learners have freedom, potential, and dignity; individual characteristics, motivation, and goals are, therefore, central to learning (Lemberger, Brigman, & Webb, 2011). Humanistic learning theory contrasts the idea of operant conditioning that characterizes behaviorist theories. Operant conditioning entails the use of punishment and rewards to bring behavior changes. In humanistic learning, the roles of the educator are to model appropriate behavior and suppress inappropriate behavior (Lemberger, Brigman, & Webb, 2011). The learners are in control of the learning, depending on their values and goals. They are also expected to explore, observe their teachers and peers, and monitor their behavior.
Teaching strategies
Cognitive teaching strategies aim at encouraging learners to be problem solvers. One of the strategies that nursing educators can use to teach medication administration is providing open-ended questions and asking learners to defend their answers. When one learner gives a response, the educator can ask other learners to critique it. This strategy will help learners to practice making use of cognitive processes. It will also help the learners understand what is being taught, as opposed to memorizing it. According to Adrenrino (2006), adults are problem solvers and prefer a mode of learning that makes use of their knowledge and life experiences. Asking open-ended questions is a way of ensuring learners integrate their existing knowledge and experiences in learning. One psychomotor strategy that nursing educators can employ in teaching medication administration is simulation. This entails creating a clinical scenario that mimics a real-life situation. This will give the learners a chance to apply the theoretical knowledge they have acquired through other methods of learning. Simulations will give learners a chance to practices medication application skills without the potential to harm patients. Educators can also use simulations to promote group work and cooperation among learners. Simulation strategy is appropriate for adult learning since adults prefer learning things by doing and learning in an environment where there is social interaction according to Adrenrino (2006). Further, Smith and Roehrs (2009) maintain that simulation increases learner self-confidence and satisfaction. Affective learning focuses on emotions. Nursing educators can apply the strategy of praising learners when they complete a task. That will give the learner confidence to attempt different tasks. In conclusion, learning psychologists have come up with different theories in attempts to explain the learning process. These theories include behaviorism, cognitivism, constructivism, and humanistic learning theories. It is imperative for nurse educators to understand the learning theories as well as the characteristics of adult learners. This will help them formulate the most effective teaching strategies depending on what they are teaching and the qualities of the learners. Examples of strategies that educators can use to teach practical nursing concepts are asking open-ended questions, simulation, and praising learners.
References
Aderinto, J. A. (2006). An Overview of Selected Theories of Adult Learning. International Journal of Learning, 12(12). E., Lemberger, M., Brigman, G., & Webb, L. (2011). Student Success Skills: An evidence‐based school counseling program grounded in humanistic theory. The Journal of Humanistic Counseling, 50(1), 42-55. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50-72. Ormrod, J. E. (2016). Human learning. Pearson Higher Ed. Smith, S. J., & Roehrs, C. J. (2009). High-fidelity simulation: Factors correlated with nursing student satisfaction and self-confidence. Nursing Education Perspectives, 30(2), 74-78.
