Learning Theory Analysis

Below is an examination of the theories of learning and cognition that influenced the design of the learning object.


Smith and Ragan (1999) stated that it is imperative for authors writing about instructional design to acknowledge the beliefs and values represented in their educational philosophy and that they be based upon theories that have been substantiated by empirical research.

For the development of the pharmacology learning object a pragmatic approach was taken and a combination of learning theories were used, including elements of; behaviourism, generative and cognitive theories and constructivism. Smith and Ragan (1999) defined pragmatists in the following manner. "Pragmatists are inclined to believe that although knowledge is acquired through experience [objectivist], it is personally interpreted through reason and is tentative in nature. Knowledge in a particular field is negotiated based upon an agreement of experts as to a common interpretation of experience or "truth for now". Knowledge built by testing truth for now hypothesis and revising truth as common experience and interpretation implies it should be modified [constructivist]."

I agree with a number of other writers (Ally, 2003; Hannafin, et al., 1997; Wilson, 1997; Duffy & Cunningham, 1996) that there is limited value in asserting which theory of learning is better. Rather, the adoption of a combination of instructional approaches was based on the belief that different instructional conditions are necessary to effectively promote a given type of learned performance. The role of the instructional designer is to prescribe an appropriate strategy and context for learning based on the learning objectives.

Pharmacokinetics is a very complex subject and as a result is one of the most poorly taught areas of the medical curriculum. A radical constructivist would have suggested that articulating goals for learning this subject was inappropriate because educators do not know what learners' need or want to learn (Smith & Ragan, 1999). However, one can't assume that individuals who are novices in this area would have been able to devise an approach to acquire the necessary knowledge and skills. Therefore, learning objectives were developed.

The design of the learning object adopted the following behaviourist attributes. Learning goals were explicitly stated in observable terms in order for the learners to establish whether or not they had achieved the desired outcomes. The learning object was sequenced so that students could progress from knowledge acquisition (using basic principles tab to view demonstrations of the principles) to higher order domains (application of principles using the drug options tab). Feedback was presented to students in the form of a graph which plotted the blood concentration time curve and served as feedback to indicate if the student had applied the theory correctly.

Characteristics of generative learning theory were also evident in the design of the learning object. The learner was actively engaged and assumed primary responsibility for processing the information. The pharmacology learning object required the students to interact with the resource to create an outcome (graph on blood concentration time curve). As a result they were more likely to recall the information than if they had merely read it (Houston, 1991). During the process of gathering data using the inquiry approach the learner was required to isolate relevant variables and form a hypothesis about the example. Students reflected on whether or not the instructional content being presented was consistent with previous experiences or prior knowledge (basic physiology and anatomy, pharmacological concepts). 80% of the students that responded to the learning impact study agreed that the learning object encouraged them to reflect on the material.

In order for learners to register information in their sensory systems, strategies consistent with cognitivist and constructivist approaches were applied. Learners were able to control the pace of the information and were directed to attend to specific information. Color was used to highlight the explanations of principles. The plotting of results in the blood time concentration curve was animated. As the curve was being drawn, a green arrow focused the learners attention on the direction and magnitude of change in the graph. A three step memory model was suggested in order for the learners to transfer the information from short-term to long-term memory.

To promote deep processing of the pharmacology principles the information was presented using the spreading activation model in which the students were able to see the relationship between the variables involved in drug administration and the effect this had on the patient. This approach was in direct contrast to the textbook where the principles are treated as individual concepts. Processing the network of related information provided the students with multiple pathways for assimilating or accommodating prior knowledge with new information and therefore makes it personally more meaningful. The opportunity to interpret their knowledge helped them to understand the context in which the different parameters operated.

REFERENCES

Ally, M. (2004). Foundations of Educational Theory for Online Learning. In Elloumi, F. & Anderson. T. (Eds). Online Learning Handbook. Athabasca University

Duffy, T. M., and Cunnigham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Educational Communications and Technology (pp. 170-198). New York: Simon & Schuster Macmillan.

Hannafin, M. J., Hannafin, K., Land, S.M. & Oliver, K. (1997). Grounded practice and the design of constructivist learning environments. Educational Technology Research and Development, 45(3), 101-117.

Houston, J.P. (1991). Fundamentals of learning and memory. 4th ed. Florida: Harcourt Brace Jovanovich.

Wilson, B. G. (1997). Reflections on constructivism and instructional design. In C. R. R. Dills, A.J. (Ed.), Instructional Development Paradigms. Englewood Cliffs, NJ: Educational Technology Publications.