Week 3

Engagement Activity: The cognitivist approach

Reflection on readings

Although there appear to be many ways of viewing learning theory, the interpretation presented in the notes provided suggests one angle is where the primary organiser is the nature of knowledge – objective or subjective.

The objectivist view of learning is that the learning is fixed and independent of individual perspectives. It is evidenced in learning theories such as behaviourism and cognitivism.

The objective nature of knowledge seems to be an attempt to linearise a non-linear concept. Although not ideal, the linear approach enables the researcher to tease out the complex multidimensional processes that may be occurring in learning. This notion was alluded to in the article on cognitivism by Winn and Snyder (1996), where cognitive psychology arose because behaviourism was deemed not sufficient to account for all human activity. Indeed, cognitive psychology still draws from a behaviourist view …”objectively observable behavior is all even cognitive researchers have to go on”. This notion is further supported by the likes of Blooms’s cognitive taxonomy (1956); Gagne’s conditions of learning (1956), Kirkpatrick’s learning and training evaluation model (1959) and Anderson’s memory system in the brain (2000) where a hierarchical approach to learning is mooted.

Although the nature of knowledge and learning is multidimensional, these readings suggest that one way to study the process in this paradigm is to look at it in a hierarchy – as assumed in the information processing theory mentioned in the notes.

Value of the cognitivist approach to my teaching context

The objectivist approach to eLearning does have some value in my teaching context. The advantage of this type of learning is when the outcome required is a set of rules and/or responsibilities that must be understood and followed by the employee. Understandably, a clinician undertaking the learning module may have limited time and this also has impact on the scope and creativity exercised in the learning event. A favourable outcome may not be the most rewarding and memorable learning experience, however, the instructions received by the ‘student’ would be clear and unambiguous and their behavior would be observed as OH&S compliant.

This methodology is valuable certainly to the organisation, whereby the important message is delivered and received in a timely manner. It would be an interesting exercise to investigate if there has been a reduction in the level of OH&S non-compliance since the introduction of the types of modules mentioned above. Further to this, recall of the learning experience would also be intriguing to determine.

Content areas that lend themselves to this approach to learning

The drill and practice and staged form of eLearning is commonplace in the Qld Health milieu. For example, clinicians are required to complete mandatory training often annually to maintain registration or currency, or simply to remind them about fire and safety, manual handling procedures etc. For some, this task is tedious and felt to be a waste of time, for others is does serve as a useful reminder about the OH&S requirements of their facility. There is some value in the cognitivist approach where some rules/regulations must be understood and followed without deviation.

As far as a learning experience – that I believe is debatable.

Learning outcomes predicted

According to the Oxford Dictionary, learning may be defined as the acquisition of knowledge or skills through, study, experience or being taught. This being the case, there may be some acquisition of knowledge as a result of this type of didactic learning – perhaps this is a euphemism for compliance?

Limitations to the cognitive approach to learning

Some of the limitations to the cognitive approach to learning are the lack of opportunity for creativeness, lack of opportunity for inquiry and freedom to pursue emerging topics of interest. The holistic approach to the multidimensionality of learning may elicit more relevant learning outcomes, however I do believe there are situations that call for the cognitivist approach. As mentioned above, where rules and regulations need to be understood and followed. A combination of all approaches tailored to the desired learning outcomes may deliver best results – it certainly opens many opportunities for facilitator and learner.

I think the meaningfulness of the learning modules (mentioned above) to the student is a huge area of blur – so too, seeking feedback on ways to improve the format and experience of the learning from the student – that is, feedback is not currently sought/analysed and then used for further improvement. This path of inquiry seems to lead to the topic of constructivism…

References

Central Queensland University (2014) EDEL20001: Learning theory in the digital age, Student notes, http://moodle.cqu.edu.au, viewed 9 March 2014

Winn, W & Snyder, D (1996) Cognitive perspectives in psychology, in D.H. Jonassen (ed.) Handbook of research for educational communications and technology, NY: Simon & Schuster

Bloom’s taxonomy of cognitive development http://cehdclass.gmu/ndabbagh/Resources/IDKB/bloomstax.htm, viewed 6 March 2014

Kirkpatrick’s learning and training evaluation theory http://businessballs.com, viewed 9 March 2014

Clark, D (2006) http://donaldclarkplanb.blogspot.com.au, viewed 6 March 2014

Oxford Dictionary http://oxforddictionaries.com, viewed 9 March 2014