The learning process can be conceptualized as one that harmonizes personal and environmental influences and experiences in the acquisition, enrichment, or modification of one's behavior, values, knowledge, attitudes, worldviews, and skills. Learning theories play a crucial role in the development of hypotheses, whose aim is to describe how the process takes place ( Stewart, 2012 ). The scientific study of the learning process began at the beginning of the 20 th century. This paper is aimed at assessing the most relevant learning theories and the principles of collaboration for learning and teaching. It will also evaluate the process of collaboration in the context of leadership. Further, a concise statement of my personal philosophy of teaching and learning will be provided. Lastly, it will offer a concise statement of and rationale for the most preferred theory of teaching and learning.
Assessment and Synthesis of Learning Theories
There are several crucial learning theories. Notable among these include behaviorism, social constructivism, cognitive psychology, constructivism, multiple intelligence, community of practice, situated learning, and experiential learning.
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Behaviorism
Proponents of behaviorism reckon that learning entails a behavioral change that results from acquiring, reinforcing, and applying the associations between the stimuli obtained from a given environment and any observable responses from an individual. In this regard, behaviorists focus on the behavioral changes that are measurable. According to Thorndike, a response to a given stimulus can only be reinforced when it is succeeded by a rewarding effect that is also positive ( Stewart, 2012 ). The behaviorist also argued that a response to a given stimulus can only grow stronger through repetition and exercise. Skinner, another notable behaviorist, advanced the notion of operant conditioning. Accordingly, he argued that complex behavior is reinforced by rewarding the behavior's right parts. Besides reinforcement, rewarding encourages the behavior's recurrence. Consequently, the occurrence of the desired partial behaviors is controlled by reinforcers. Ultimately, according to behaviorism, learning is the successive or step-by-step approximation of desirable partial behaviors and is achieved via punishment and reward.
Cognitive P sychology
In contrast to behaviorism, cognitive psychology views people as information processors as opposed to pools of responses to external stimuli. This learning theory pays attention to complex mental phenomena, something that behaviorists often ignored. The emergence of cognitive psychology was significantly influenced by the adoption and recognition of the computer as an information-processing device. A parallel was drawn between this attribute and the human mind. According to this theory, learning is the acquisition of knowledge in which case the learner acts as an information processor, absorbing knowledge, undertaking cognitive operations, and stocking the knowledge in memory ( Stewart, 2012 ). The most preferred methods of instruction for this learning theory include reading textbooks and lecturing. The learner may also be viewed as a passive receiver of knowledge from his or her teacher.
Constructivism
Constructivism contrasted cognitive psychology through its argument that a learner is not a passive recipient of information. Instead, a learner actively constructs his or her knowledge by interacting with the environment and reorganizing their mental structures ( Stewart, 2012 ). This way, learners ought to be viewed as sense-makers who do not merely record information but rather interpret it. In this case, learners are involved in constructing as opposed to acquiring knowledge. In cognitive psychology, learning is learner-centric. In particular, the teacher acts as a cognitive guide to a learner’s process of learning. This is as opposed to being a transmitter of knowledge.
Social L earnin g T heory
The social learning theory focuses on motivation, memory, and attention. The theory postulates that individuals learn in social contexts and that learning is made possible by such concepts as imitation, observational learning, and modeling ( Stewart, 2012 ). Albert Bandura , a key proponent of this theory, is credited for advancing the idea of reciprocal determinism. This idea holds that an individual's personal qualities, environment, and behavior are undoubtedly likely to influence each other. Bandura also reckons that children often learn from model behaviors or by observing others. These processes entail such aspects as motivation, reproduction, retention, and attention. It is due to this that the importance of positive role modeling in the learning process cannot be overstated.
Socio-constructivism
This learning theory is an extension of constructivism and emerged with the adoption of situated cognition and learning. This new school of thought puts emphasis on the role of context in learning. In particular, the emphasis was placed on social interaction ( Stewart, 2012 ). According to constructivism, learning and cognition occur within an individual's mind and are isolated from the surroundings and any interactions with these surroundings. Thus, knowledge was deemed self-sufficient and independent of the contexts it was found in. In social-constructivism, learning and cognition are viewed as interactions between a situation and the individuals involved in that situation. Likewise, knowledge is deemed to be situated and thus considered a product of the culture, context, and activity in which it is both formed and used. Thus, in the context of social-constructivism, learning entails social negotiation, and participation.
Experiential learning
This theory of learning is built upon the constructivism and social-constructivism theories. However, the theory places experience at the center of the learning process ( Stewart, 2012 ). Experiential learning pays attention to the manner in which experiences motivate learners and subsequently promote learning. This way, learning is conceptualized as in the context of meaningful everyday experiences that change a person's behaviors and knowledge. According to Carl Rogers, a key proponent of this theory, experiential learning is often self-initiated. This implies that individuals exhibit a natural inclination to learn and that they learn best when they are completely engaged in the learning process ( Stewart, 2012 ). Rogers advanced four key points. Firstly, he reckoned that learning cannot be taught directly; rather, it can only be facilitated. Secondly, leaners often become increasingly rigid when under threat. Thirdly, when the threats to a learner are reduced to a minimum, significant learning often takes place. Lastly, Rogers argued that learning is more likely to take place, and last if it is self-initiated.
Multiple Intelligences
This theory challenges the idea of learning as a universal human process that is experienced by all individuals in accordance with a similar set of individuals as advanced in numerous learning theories. In this theory, Howard Gardner also sought to challenge the assumption that intelligence is dominated by one general ability ( Stewart, 2012 ). Accordingly, the scholar argued that the level of each individual’s intelligence is comprised of different unique bits of intelligence. Notable among these include musical, interpersonal, linguistic, logical-mathematical, intrapersonal, spatial, and bodily-kinesthetic.
Situated L earning T heory and C ommunity of P ractice
Advanced by Etienne Wenger and Jean Lave, this theory takes cognizant of the fact that all learning is situated. It thus emphasizes the negotiated and relational character of learning and knowledge coupled with the idea that for those involved, learning is an engaging activity ( Stewart, 2012 ). This theory also presupposes that learning takes place most effectively in communities due to the interactions that are likely to take place within communities of practice. Notable interactions include building trust, cooperation, relations, understanding, and problem-solving. These interactions foster community social capital, thus enhancing the wellbeing of all community members. The proponents of this theory reckon that when classrooms are transformed into learning communities, the social and academic outcomes are likely to be enhanced significantly while teaching becomes leaner-centric. Moreover, communities of practice are not necessarily confined to schools but include such settings as organizations and workplaces.
Principles of Collaboration for Teaching and Learning
The critical role of collaboration in teaching and learning is based on the narrative that the creation of knowledge is made possible in environments where individuals actively interact with each other, sharing experiences and taking on different roles. Collaboration thus allows learners to engage in common tasks whereby each person not only depends on but is also accountable to others in the learning environment ( Gjergo & Samarxhiu , 2011 ). Collaboration is important in teaching and learning since it fosters cooperation among students through their involvement in interactive activities. This is as opposed to promoting competition in learning.
Effective teaching and learning are undoubtedly collaborative processes. Collaboration is likely to enhance teaching and learning when applied at different levels and in different scenarios ( Watson & Scribner , 2007). Firstly, students, parents, teachers, and the community can collectively support education by engaging in activities that support students, educators, and local schools. Secondly, educators can collaborate with other educators in developing innovative classroom practices and raising expectations for themselves and those of students. Lastly, students can be given opportunities to work together to meet their academic goals and enhance learning. Notable principles of collaborative teaching and learning include the active creation and support for inclusive learning environments, integration of emotional and social learning into the academic instruction, building on and support for the intrinsic motivation of students, and the need for learning situations to emphasize students’ action and thinking.
Collaboration can also be viewed in the context of leaders and followers. Leaders are responsible for creating an environment that is conducive for collaboration, while followers enable it ( Watson & Scribner , 2007; Keppell et al., 2010; Taylor & Hill, 2017). Leaders also ensure that all members of their team adopt the vision as their own by ensuring that there is clarity in communication. Good followership is key to the success of any collaboration in teaching and learning. Thus, followers have to follow the rules, implement the strategy, and follow instructions without waiting for supervision. Followers also have to participate and think critically. Ultimately, followers often respond to the implied or overt behaviors of leaders.
Personal Philosophy of Teaching and Learning and Preferred Theory
My goal as a teacher in the 21 st century is to prepare my students to face the world head-on and make it a better place. My vision is for each of my students to be leaders in their own field. Thus, my philosophy of teaching and learning is that each child is unique and must be provided with a stimulating environment in order to grow mentally, socially, emotionally, and physically. I endeavor to foster this kind of environment in a bid to ensure that all my students achieve their full potential. In particular, I endeavor to create an environment where students are capable of taking risks and sharing their ideas. To achieve this, I purpose to offer guidance, provide students with hands-on activities, allow students to make their choices, and be curious. Besides incorporating technology, I also purpose to give students an opportunity to practice the skills learned.
In line with my personal philosophy, I prefer the theory of multiple intelligences. This is particularly because it supports my take that intelligence is not dominated by a single general ability. Instead, each child is unique and gifted differently. Thus, the role of teachers is to focus on the different unique intelligences of each learner to ensure that they are all fully exploited and that each learner can reach their full potential.
References
Gjergo, E., & Samarxhiu, S. (2011). Basic Principles of “Collaborative Learning”. European Scientific Journal , 22.
Keppell, M., O’Dwyer, C., Lyon, B., & Childs, M. (2010). Transforming distance education curricula through distributive leadership. Australasian Journal of Educational Technology , 26 (8).
Stewart, M. (2012). Understanding learning: theories and critique. University teaching in focus: A learning-centred approach , 3-20.
Taylor, J. C., & Hill, D. (2017). Leading through Following: Understanding the Intersection of Followership, Leadership and Collaboration. School Leadership Review , 12 (2), 5.
Watson, S. T., & Scribner, J. P. (2007). Beyond distributed leadership: Collaboration, interaction, and emergent reciprocal influence. Journal of School Leadership , 17 (4), 443-468.
