89636644-Learning-Theories-and-Principles-Ppt.pptx

Journal Agora, ISSN: 1842-6840, E-ISSN: 2247-2401, ISSN-L: 1842-6840 Vol.V (2011), No.1 pp.7-22 6 A Sociological Approach of Communication in Groups and Organisations M.Şimăndan Matei ŞIMĂNDAN, Ph. D, „Aurel Vlaicu” University of Arad, Romania Abstract: This paper is trying to structure the points of view regarding the way the relationship into this group influence the communication between its members. The following idea is the group structure is influenced by it self. Given this perspective the stages of group evolution, communication networks in formal and informal groups, as well as the relationship between communication and organizational culture are analyzed. Some recent researches conclusions regarding the organizational culture relationship-communication culture relationship and the main explanatory models, elaborated in this context are discussed in the paper’s final part. Key words: relationship, group influence, group communication, group evolution organizational culture ommunication and decision, - in which individuals come to a stage of open communication, express their experiences, establish rules of conduct and strategies for solving the problems. At this stage, consensus, feelings of solidarity and membership of the group acquire increasing importance. • Motivation and productivity, - in which the participation to the work of the group creates satisfaction, systems of cooperation and involvement in the activity of the group, which eventually lead to an increase in the productivity of the common activity. • Control and organization, - team up with the maturation of the relations between the members of the group and where individual skills are taken into consideration. Concerned about the psychosocial phenomena and the behaviors that take place within groups, Tuckman draws up a model which includes four stages (Forming, storming, Norming and Performing), where he later added a fifth stage (deforming and mourning). To illustrate the sequence of the evolution stages of social groups, the author design the Forming, Storming, Norming and Performing chart (Fig. 1). Fig. 1. Chart: Forming, Storming, Norming, Performing (cf. Tuckman, 2001). According to this diagram, the stages identified by the author have the sequence indicated by the arrows, and the aspects that define these stages are summarized as follows: • Forming, - it is characterized by the fact that the man becomes aware of goals and the structure of the group, of its composition and its frame of reference. In this stage, the following aspects become important: hierarchical structure, the type of leadership promoted, the rules of conduct, the roles and responsibilities of the individual, as well as the effort of defining the identity of the group. Storming 3 2

1. Learning Theories and principles MARY ANN C. PALACA

2. Learning Theories Learning is commonly defined as a process that brings together cognitive, emotional, and environment influences and experiences for acquiring,enchancing, or making changes in one’s knowledge, skills, values, and world views ( Illeris,2004; Ormrod, 1995) Theories of learning are elaborate hypothesis that describe how exactly this procedure occurs. The two chief values of theories of learning ( Hill 2002 ) 1. Providing us with vocabulary and a conceptual framework for interpreting examples of learning that we observe . 2. Suggesting where to look for solutions to practical problems.

3. Learning Theories Three main categories under learning theories: 1. Behaviorism focuses on the objectively observable aspects of learning , this was primarily developed by B.F. Skinner.   There are three basic assumption of behaviorism: Learning is manifested by a change in behavior. The environment shapes behavior. The principles of contiguity and reinforcement are central to explain learning process.

4. Learning Theories 2. Cognitivism, , a gestalt psychologist [3] . He criticized behaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories . Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning.

5. Learning Theories 3. Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism .

6. Learning Principles Educational psychologists and pedagogues have identified several principles of learning , also referred to as laws of learning , which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness , exercise , and effect . Since Thorndike set down his basic three laws in the early part of the twentieth century, five additional principles have been added: primacy , recency , intensity , freedom and requirement .

7. Learning Principles 1. Readiness implies a degree of single-mindedness and eagerness. Individuals learn best when they are physically, mentally, and emotionally ready to learn, and they do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value of the subject matter, and providing continuous mental or physical challenge, is usually the instructor ’s responsibility.

8. Learning Principles 2. Exercise states that those things most often repeated are best remembered. It is the basis of drill and practice . It has been proven that students learn best and retain information longer when they have meaningful practice and repetition. The key here is that the practice must be meaningful. It is clear that practice leads to improvement only when it is followed by positive feedback.

9. Learning Principles 3.Effect is based on the emotional reaction of the student. It has a direct relationship to motivation. The principle of effect is that learning is strengthened when accompanied by a pleasant or satisfying feeling , and that learning is weakened when associated with an unpleasant feeling. 4. Primacy , the state of being first, often creates a strong, almost unshakable, impression. Things learned first create a strong impression in the mind that is difficult to erase. For the instructor, this means that what is taught must be right the first time. For the student, it means that learning

10. Learning Principles 5.The principle of recency states that things most recently learned are best remembered . Conversely, the further a student is removed time-wise from a new fact or understanding, the more difficult it is to remember. 6.The principle of intensity implies that a student will learn more from the real thing than from a substitute.

11. Learning Principles 7.The principle of freedom states that things freely learned are best learned. Conversely, the further a student is coerced, the more difficult is for him to learn, assimilate and implement what is learned. 8.The law of requiremen t states that "we must have something to obtain or do something." It can be an ability, skill, instrument or anything that may help us to learn or gain something .

12. Thank You for Listening !!!