Topic 3 - Classical Perspectives on Learning Theory
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Activity 5
| Criteria | Cognitivism | Constructivism |
| Similarities | Both view learners as actively involved in learning rather than simply receiving information. Prior knowledge is important in developing new understanding. | Like cognitivism, constructivism recognises that learners connect new experiences with what they already know. |
| Differences | Cognitivism focuses on the mental processes involved in learning, including memory, thinking and organising information. | Constructivism focuses on learners building their own understanding through experience, exploration and interaction with others. |
| How I could use it | In my practice, I could use cognitivist principles by chunking complex information, sequencing content carefully and using visual examples to make concepts easier to process. | I could use constructivism by providing authentic activities where learners apply concepts to realistic situations, collaborate with others and reflect on their experiences. This allows learners to develop understanding through doing rather than only being given information. |
Activity 6
Experiential Learning resonates with me because learners can build understanding by applying knowledge to realistic situations and reflecting on the experience. In my practice, I could use this through scenarios, simulations or authentic activities that mirror tasks learners may encounter in the workplace.
Mastery Learning also resonates with me because it focuses on learners developing a solid understanding before progressing to more complex content. I could apply this by breaking learning into manageable sections, using knowledge checks and providing feedback so learners can identify gaps in their understanding before moving forward.
Activity 7
Knowles’ assumptions provide five useful lenses for comparing pedagogy and andragogy: self-concept, experience, readiness, orientation and motivation (Knowles, 1984).
| Knowles’ assumption | Pedagogy | Andragogy |
|
Self-concept Who controls the learning? |
Learners are generally more dependent on the teacher to direct what and how they learn. | Adults are more self-directed, independent and want to take responsibility for their own learning. |
|
Experience What does the learner already bring? |
Learners may have less experience to draw on, so the teacher is often a major source of knowledge. | Adults bring a broad range of life and work experiences that can be connected to new learning. |
|
Readiness Why are they ready to learn this now? |
Learners are often expected to learn what is required by the curriculum or to progress successfully. | Adults are more ready to learn when the content is relevant to real-life needs, goals or situations. |
|
Orientation How do they prefer to approach learning? |
Learning is often more subject-centred and focused on acquiring content or knowledge. | Adults prefer practical, problem-centred learning that can be applied to their life or work. |
|
Motivation What makes them want to learn? |
Motivation may rely more on external factors such as grades, praise or progression. | Adults are often motivated by internal factors such as job satisfaction, self-esteem and personal growth. |
Discussion forum post
In my learning design practice, I think there is a place for both pedagogy and andragogy. Even when designing for adult learners, some pedagogical structure is still important to provide clear expectations, guidance and scaffolding. This may be particularly useful in first year units, where students are still becoming familiar with university learning, assessment requirements and online systems.
As students build confidence and experience, a more andragogical approach can become increasingly valuable. In later year units, learners may be better prepared to work more independently, draw on their existing knowledge and apply learning to authentic, real-world situations.
For me, the two approaches are not completely separate. Good learning design can provide enough structure to support learners while still giving them opportunities for independence, choice and practical application.
References
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.