An Introduction to Theories of Learning

Olson, Matthew H.; Ramirez, Julio J.

doi:10.4324/9781003014447

Cited by 30 publications

(34 citation statements)

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“…In social constructivism, learners gain knowledge as they move from the known to the unknown (Olson & Hergenhahn, 2009). New knowledge is built upon on a learner's past knowledge and experiences, and the learning process is unique and active, as well as individual and contextual, "dependent upon their (the learners') individual and collective understandings, backgrounds, and proclivities" (Dron & Anderson, 2014, p. 43).…”

Section: Constructivismmentioning

confidence: 99%

Heutagogy and digital media networks

Blaschke

Hase²

2019

pjtel

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The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.

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Section: Constructivismmentioning

confidence: 99%

Heutagogy and digital media networks

Blaschke

Hase²

2019

pjtel

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“…We then applied theory-based behaviour change methods that targeted the selected determinants to achieve the change objectives formulated in Table 1. Theories used included theories of learning 41 , information processing 42 , self-regulation, and social cognitive theory 43 . Since skills development generally relies on knowledge, practice and feedback, behaviour change methods applied include methods to increase knowledge, increase self-efficacy, and change attitude and outcomes expectation such as repeated exposures, reinforcement, elaboration, and providing cues.…”

Section: Figure 1 Summary Of Results From Key Informant Interviews Wmentioning

confidence: 99%

Using Intervention Mapping to Develop a Motivational Interviewing Training and Support Program for HIV Lay Counsellors to Improve ART Uptake in The Primary Health Care Setting in Gauteng, South Africa

Mokhele¹,

Sineke²,

Vuyovic³

et al. 2019

Preprint

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Background Worldwide, countries are striving to achieve universal antiretroviral treatment (ART) coverage. In South Africa, given the shortage of specialist health care professionals in the public sector, lay HIV counsellors are at the forefront of many HIV related behavioural interventions. They have limited formal counselling training and little ongoing in-service support, leading to considerable variability in skills, knowledge, and approaches to counselling. We aimed to use the Intervention Mapping approach to develop a motivational interviewing counselling training and support program for lay HIV counsellors practising in primary health care (PHC) clinics in Gauteng, South Africa. Methods We applied the steps of Intervention Mapping. This included the analysis of key informant data collected among clinic managers and counsellors (target group), in-depth literature reviews on determinants of critical elements of target behaviours and approaches for influencing these. Extensive consultations with an expert team led to two program objectives: 1) improved general HIV counselling skills among lay HIV counsellors; and 2) sustained motivational interviewing skills for ART and HIV care demand creation. Matrices of change objectives were produced specifying performance and change objectives as well as evidence and theory-based training methods to achieve these. Result We developed a motivational interviewing counselling training and support program titled “Thusa-Thuso - helping you help”. For objective one, we partnered with a seasoned psychologist and counselling trainers to recap and strengthen essential counselling skills and resilience. For objective two, we adapted the Boston University Brief Negotiated Interviewing motivational interviewing counselling training. Adaptations include adjusting the English readability level of training materials; translating materials to spoken Zulu and Sotho; anchoring the training around interactive sessions; producing contextually-relevant modelling videos, in-training role plays and on-site (clinic) mentoring using the Motivational Interviewing Treatment Integrity coding system (MITI) as a training and self-correction tool. The planned support component comprises of quarterly support and mentoring sessions over 12-months. Conclusion The “Thusa-Thuso” motivational interviewing counselling training and support program is a contextually relevant, locally-produced, scalable training and support program designed to impart sustained motivational interviewing counselling skills in lay HIV counsellors for improved ART uptake in the UTT era.

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“…Ada kemungkinan pada anak TK, anak memiliki pemahaman kognitif yang terbatas dan kemampuan komunikasi yang belum berkembang sehingga anak kurang memahami dorongan dari orangtua untuk mengambil keputusan sendiri dan untuk berdiskusi. Menurut Piaget (dalam Olson & Hergenhahn, 2013), penalaran anak usia dini belum sepenuhnya logis. Anak usia dini masuk dalam tahap berpikir pra-operasional dimana mereka secara simbolis dapat melukiskan dunia dengan kata-kata, namun mereka belum mampu untuk melaksanakan tindakan mental yang diinternalisasikan.…”

Section: Diskusiunclassified

Gaya Pengasuhan Orangtua Dengan Perilaku Bermasalah Pada Anak Taman Kanak-Kanak (Tk)

Tyas

Sumargi

2019

EXPERIENTIA

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Anak-anak usia dini kerap menunjukkan perilaku bermasalah seperti berkelahi dan menyakiti orang lain serta menunjukkan kecemasan. Salah satu faktor yang mempengaruhi perilaku bermasalah adalah gaya pengasuhan orangtua. Secara teoritis, gaya pengasuhan terbagi menjadi gaya pengasuhan otoritatif, otoriter, dan permisif. Gaya pengasuhan otoriter dan permisif cenderung mempengaruhi anak secara negatif, sedangkan gaya pengasuhan otoritatif mempengaruhi anak secara positif. Penelitian mengenai gaya pengasuhan dan perilaku bermasalah anak usia dini relatif masih kurang, oleh karena itu tujuan penelitian ini adalah menguji hubungan gaya pengasuhan orangtua dengan perilaku bermasalah anak TK. Subjek dalam penelitian ini adalah 71 orangtua dari anak yang bersekolah di TK X dan TK Y Surabaya. Alat ukur yang digunakan berupa skala yang diisi orangtua, yakni Parenting Style and Dimension Questionnaire (PSDQ) untuk mengungkap gaya pengasuhan orangtua dan Strength and Difficulties Questionnaire (SDQ) untuk mengungkap perilaku bermasalah anak. Hasil penelitian ini menunjukkan korelasi antara gaya pengasuhan otoritatif dengan perilaku bermasalah pada anak sebesar-0,049, p = 563 (p > 0,05), sedangkan korelasi antara gaya pengasuhan otoriter dengan perilaku bermasalah anak adalah sebesar 0,336, p = 0,000 (p < 0,05) dan korelasi antara gaya pengasuhan permisif dengan perilaku bermasalah pada anak adalah sebesar 0,267, p = 0,002 (p < 0,05). Hal ini menunjukkan hanya gaya pengasuhan otoriter dan permisif yang memiliki hubungan yang signifikan dengan perilaku bermasalah pada anak TK. Semakin sering orangtua menggunakan gaya pengasuhan otoriter dan permisif, maka semakin tinggi tingkat perilaku bermasalah anak, dan sebaliknya, semakin jarang orangtua menggunakan gaya pengasuhan otoriter dan permisif, maka semakin rendah pula tingkat perilaku bermasalah anak. Kata kunci : anak usia dini, gaya pengasuhan orangtua, perilaku bermasalah.

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An Introduction to Theories of Learning

Cited by 30 publications

References 0 publications

Heutagogy and digital media networks

Heutagogy and digital media networks

Using Intervention Mapping to Develop a Motivational Interviewing Training and Support Program for HIV Lay Counsellors to Improve ART Uptake in The Primary Health Care Setting in Gauteng, South Africa

Gaya Pengasuhan Orangtua Dengan Perilaku Bermasalah Pada Anak Taman Kanak-Kanak (Tk)

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