Personal Learning Theory
PERSONAL LEARNING THEORY
As I’ve told earlier, I work at higher education institution that uses open education as its main system. In fact, my institution is the only university that offering this system in my country. On one side, this condition gives us benefit because we do not have competitors and there are a promising demand and market for open and distance education. But on the other side this, condition is also difficult because we do not have any references that we can take or learn from domestic resources. The only ways that we can do is to learn and take other institution’s experiences from aboard then try to implement their experiences to our institution. The implementation processes often use trial and error approach. This experience also happened when I and the team were trying to implement e-learning into Universitas Terbuka’s system. It takes approximately 10 years to find the suitable E-learning platform and model that match with our institutions and student’s characteristics. I had just joined on the team in the fifth year of this project running.
E learning was originally referred from behaviorism theory approach that emphasized on S-R concept (Stimulus – Response). “Programmed Instruction” is an early form of E-learning technology that was introduced in mid-1950 by behaviorist B.F. Skinner. This is a systems that learner can use to learn without teacher. Skinner used a teaching machine that deliver learning content in structured and sequenced way. Skinner believes that this method can improve classic lectures and textbook. In overall, behaviorism recommends structured and deductive approach to design teaching materials, so that the basic concepts, skills, and factual information that being presented can be understood by the students quickly. Further behaviorism implications in E-Learning are providing drill, practices, and tutorial using computer assisted/generated learning. Learning contents must be divided into several instructional steps from the easiest to the hardest. To improve the efficiency of learning, students are asked to repeat certain sections or do a diagnostic test. Students are expected to increase the skill through repetitive practice with appropriate feedback. The messages of encouragement are used to increase learner motivation.
Based on CIP theory’s point of view, Human minds manipulate symbols like computers manipulate the data. Therefore, the learner is considered as the information processor. The information processing starts when information is received via human senses (visual, auditory), then being transferred to short-term memory and long term. The Information flow through a transformation in people’s minds until the information is stored permanently in long-term memory in the form of knowledge packages. Instructional designers must consider about the cognitive aspects when building E-Learning material. This aspect includes: avoiding cognitive processing overload, linking new information with old information already in long-term memory, including activities for different learning styles, encouraging students to use meta-cognitive skills by reflecting on what they learn, and connecting learning contents with the real situation in learner’s lives, so that learners can relate their own experiences.
Unlike the two previous approaches, the constructivism approaches also have different point of views. Cognitive-constructivism assumes that students build knowledge, skills or understanding through observation and the ability to think. Socio-constructivism theory adds another dimension to the learning process which is social interaction that occurs between students, learning environment and learning sources or other people. This theory assumes that learning must be social, reflective, authentic, progressive, and experiential. While communal- constructivism assume that students build knowledge as a result of experiences and interactions with others, and contribute to the communal knowledge that can be utilized by both students of existing and new students.
Constructivism theorists recommend using constructivism theory approach when developing e-learning. With the growing of information technology today, the application of constructivism approach for e-learning is made possible. Constructivism learning can be developed by using the virtual learning environment, multiuser simulation, multiuser games, blog, multi-user object oriented, wikis, etc. Learning process in e-learning should not be happened just because of the interaction between teachers and students, but the interaction between the student and their environment (peers, others people outside the school / region, etc.) should be encouraged that allow students experiencing contextual, fun and authentic learning activities.
So, which approach is better to used when designing and developing E-learning? Based on my experiences, no one is better. Every approach has its own advantages and disadvantages. The best strategy that we can use is by combining those approaches to take benefits from all. It is very important for teachers for understand the basic concepts of information and communication technologies that can be used to enhance effective, constructive and interesting learning process. Teachers are also required to creatively mix learning strategies that take advantages of ICT, such as chat, e-mail, mailing list, blogs, presentations with PowerPoint slides, simulations, and others. Teacher and/or instructional designer should be aware about student’s motivation and self-regulation because this greatly affects the outcome of the learning process. To overcome this problem, strategies that are introduced in ARCS model (Keller, 1987) can be used. One thing that is also very important in the learning process is understands the events in instruction. Gagne’s instructional theory is generally used when designing instruction. The theory was based on the information processing model of the mental events that occur when adults are presented with various stimuli. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning.