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Understanding the Learning Process

Learning is a complex process that involves more than just memorization and recall of information. Deep and lasting learning results in a change in understanding as learners make connections between new and prior knowledge through critical thinking and applying knowledge to different contexts. Learning is something students themselves do through interpreting experiences, not something done to them. While content is important, learning also involves developing intellectual, motor, and soft skills needed in a field of study and for personal success.

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214 views2 pages

Understanding the Learning Process

Learning is a complex process that involves more than just memorization and recall of information. Deep and lasting learning results in a change in understanding as learners make connections between new and prior knowledge through critical thinking and applying knowledge to different contexts. Learning is something students themselves do through interpreting experiences, not something done to them. While content is important, learning also involves developing intellectual, motor, and soft skills needed in a field of study and for personal success.

Uploaded by

Seema
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

What is Learning?

The word learning is used routinely in discussions about teaching in higher education, so it’s
important to clarify what we are referring to when we talk about learning. Educational
researchers agree that learning is much deeper than memorization and information recall.
Deep and long-lasting learning involves understanding, relating ideas and making
connections between prior and new knowledge, independent and critical thinking and
ability to transfer knowledge to new and different contexts.

Learning is “a process that leads to change, which occurs as a result of experience and
increases the potential for improved performance and future learning” (Ambrose et al,
2010, p.3). The change in the learner may happen at the level of knowledge, attitude or
behavior. As a result of learning, learners come to see concepts, ideas, and/or the world
differently.
Learning is not something done to students, but rather something students themselves do.
It is the direct result of how students interpret and respond to their experiences.
While there are disciplinary differences in what students learn, it is important to keep in
mind that learning content or information constitutes only one part of learning in university
courses. Regardless of the field of study, students need to have significant opportunities to
develop and practice intellectual skills/thinking processes (e.g. problem-solving, scientific
inquiry), motor skills and attitudes/values that are important to their fields of study. In
addition, students need opportunities to develop interpersonal and social skills (often
referred to as soft skills) that are important for professional and personal success. Examples
of these skills include teamwork, effective communication, conflict resolution and creative
thinking. As teaching assistants and instructors, we need to keep in mind that there is much
more to learning than content and that we should pay attention not only to the content but
also to thinking processes and other types of learning.

What is learning? A definition and discussion. Is learning  a change in behaviour or


understanding? Is it a process? Mark K Smith surveys some key dimensions and ideas.

A definition for starters: Learning is a process that is often not under our control and is
wrapped up with the environments we inhabit and the relationships we make. It involves
encountering signals from the senses; attending to them; looking for connections and
meanings; and framing them so that we may act.
Over the last thirty years or so, ‘learning’ has become one of the most used words in the field of
education. Adult education became lifelong learning; students became learners, teachers facilitators
of learning; schools are now learning environments; learning outcomes are carefully monitored. This
learnification of the language and practice of education (Biesta 2009, 2018: 245) is in part due to the
rise of individualizing neo-liberal policies. Developments in learning theory have also contributed.

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