Difference between revisions of "Learning Behavior"
From Learning and training wiki
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It is characterized by the natural neural cognitive activities responsible for learning processes performed in the sub-conscious level; it is the ‘brain behaviour’. Examples from intrinsic learning behaviours are: | It is characterized by the natural neural cognitive activities responsible for learning processes performed in the sub-conscious level; it is the ‘brain behaviour’. Examples from intrinsic learning behaviours are: | ||
| − | • information processing and association with prior knowledge – memory ; | + | • information processing and association with prior knowledge – memory; |
| − | • learning from mistakes and failure ; | + | • learning from mistakes and failure; |
| − | • innate curiosity ; | + | • innate curiosity; |
Each of this operations, are performed by the brain within various learning styles sets, depending on the individual’s personal inclination. | Each of this operations, are performed by the brain within various learning styles sets, depending on the individual’s personal inclination. | ||
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Employed in parallel with the above-mentioned activities, the active learning behaviour refers to the actions performed by the individuum in the conscious level aiming the mastery of the task to be learned. The latter is the most frequently addressed in the literature on learning behaviour and encompasses the following practices: | Employed in parallel with the above-mentioned activities, the active learning behaviour refers to the actions performed by the individuum in the conscious level aiming the mastery of the task to be learned. The latter is the most frequently addressed in the literature on learning behaviour and encompasses the following practices: | ||
| − | • self-discipline (through self-conditioning ); | + | • self-discipline (through self-conditioning); |
• self-organizing, establishing a strategy; | • self-organizing, establishing a strategy; | ||
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• self-studying, self-reflection; | • self-studying, self-reflection; | ||
| − | • self-motivation ; | + | • self-motivation; |
• engagement; | • engagement; | ||
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'''Outer Stimulus''' | '''Outer Stimulus''' | ||
| − | An alternative approach refers to the outer stimulus ‘pro-learning’. It consists in the way the mentor ( | + | An alternative approach refers to the outer stimulus ‘pro-learning’. It consists in the way the mentor (eg. the boss, supervisor, trainer, instructor, etc.) acts in favour of the learning performance of his pupil. For example, challenging the learner’s previous knowledge and conditioning his behaviour by making use of either negative reinforcement (punishment), or positive reinforcement (reward, compliment), the latter enhancing motivation.}} |
Revision as of 14:25, 6 June 2013
 LEARNING BEHAVIOUR |
| The term learning behaviour may be addressed as an umbrella term, once it covers several sets of behaviour that focus on effective learning (both e-learning and traditional learning). The word ‘behaviour’ stands for ‘the way in which one acts or conducts oneself’, and within the given context, ‘towards’ (the process of) learning.
The term may be approached through different prisms, by focusing on the learner’s behaviour and alternatively on the mentor’s behaviour. Within the learner’s behaviour spectrum one may differ between two aspects: intrinsic learning behaviour and active learning behaviour.[1]
It is characterized by the natural neural cognitive activities responsible for learning processes performed in the sub-conscious level; it is the ‘brain behaviour’. Examples from intrinsic learning behaviours are: • information processing and association with prior knowledge – memory; • learning from mistakes and failure; • innate curiosity; Each of this operations, are performed by the brain within various learning styles sets, depending on the individual’s personal inclination.
Employed in parallel with the above-mentioned activities, the active learning behaviour refers to the actions performed by the individuum in the conscious level aiming the mastery of the task to be learned. The latter is the most frequently addressed in the literature on learning behaviour and encompasses the following practices: • self-discipline (through self-conditioning); • self-organizing, establishing a strategy; • self-studying, self-reflection; • self-motivation; • engagement; • concentration, focus, mindfulness; • transformative learning/collaborative learning (widening one’s perspective): exchange of ideas, seeking feedback, sharing information, seeking for help, talking about errors, collaboration, argumentation, discussion; • learn by doing: to put the knowledge in practice, problem solving; • creating a proper environment for learning activities, learn in a proper environment; • provide oneself with proper sleep;
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