What are learning theory and styles and will they help me be a better vet or nurse?
“I want to be the best vet or nurse I can be, and this is why I’ve chosen the programme I am studying.” This may be your motivation. “If I gain this qualification, I will gain certain skills that will allow me to do ‘X’”. This may be your motivation. “Increasing my skills, increasing my knowledge and gaining further qualifications will hopefully enable a higher salary”. This may be your motivation. The important element here is that you are motivated to undertake a further programme of study and to gain skills and knowledge, which ultimately will improve patient care and therefore welfare and outcomes, so do learning styles and learning theory matter?
In this short article I would like to put forward some ideas and suggestions to you that may help you achieve your goals by better understanding the educational theory that underpins our aims.
Let’s start by considering learning styles. Conventional wisdom suggests that knowing delegates learning styles will help us teach you most effectively. You may have been asked to complete learning style questionnaires at college or at university, to identify if you are a visual/auditory/kinaesthetic (VAK) learner for example. The aim being for your tutors to then adapt the materials and techniques according to the group preferences. This is a contentious strategy, despite its frequent use by many institutions. Petty (2009) refers to the 2004 study by Coffield et al., which reviewed numerous theories. They found that many popular theories, including those by Honey and Mumford, Dunn and Dunn, and the VAK model, did not withstand their scrutiny. Consequently, we must consider the efficacy of their use.
Nevertheless, I believe a better approach is to foster as inclusive a learning environment as possible, and this is certainly the approach taken at Improve Veterinary Education . We achieve this through the incorporation of a variety of delivery methods, be they audio, text, video, discussion with peers and so on, as well as striving for as accessible an experience as possible so that you can use your own tools, devices and learning strategies. This affords you, the opportunity to engage with your learning in a way that is most effective for you.
The many learning theories proposed by philosophers or psychologists have not perfected learning. They contradict and conflict at times but can also overlap and complement each other. Common theories you may have heard of include behaviourism, cognitivism, constructivism and humanism.
To put these schools of thought simply; behaviourism is repeating a skill or information as it has been demonstrated. A flaw in this approach is that you may not understand its application and be able to apply it outside a given context.
Unlike behaviourism, which emphasises external behaviours, cognitivism looks at mental processes such as thinking, memory, problem-solving, and understanding. It focuses on the inner workings of the mind and how it processes information. Constructivism is using information or skills to build and develop those already gained – a foundation is laid that is then built upon.
Humanism is a learner-centered approach where education is tailored to each student’s interests, needs, and experiences. Humanism places the focus on you and education as a means of your development. Fundamentally, it is the belief that the best version of yourself must be self-actualised via intrinsic motivation as opposed to external influence such as that of an employer or job opportunity mandating a particular qualification.
A lot of current education theory appears to be centered around humanism such as Maslow’s ‘assumption of human-centeredness, personal autonomy, the idea of human dignity and a sense of personal responsibility’ (Avis et al., 2015) which has formed the principle that we should each take responsibility for our own learning and we as education providers facilitate that process. On this humanist point I agree; we all have a responsibility for our own learning and should not be passive. The more we put in, the more we will get out.
Petty (2009) reminds us that much of our thinking is unconscious, so constructed ideas need to be tested to make sure the links are correct. Utilising your course’s tutor when they are available as well as your peers, will help you confirm the ideas you are constructing are correct and the foundations for further learning are solid. Discussion also enables the building of community which can then promote social learning, an idea proposed by Bandura (David, 2015). Sharing your knowledge and experiences will also support others learn and construct the concepts discussed interwoven with their own knowledge and experience. Sometimes a shared experience can trigger a lightbulb moment for someone else, as they are then able to connect the dots and realise how they can apply a concept or skill to their own patients’ care.
Constructing and synthesising new thoughts from information gathered is a skill and one to be practised. I gravitate to the constructivist and cognitivist learning theories, but am mindful other theories have their role to play and I do not think one approach explains learning fully. I agree with Petty (2009) when he says, “that learning is an active process of making sense that creates a personal interpretation of what has been learned, rather than a perfect representation of what was taught” (p. 8).
The final thought I would like to leave you with is to remember your intrinsic motivation, continuously link what you are learning to your context and how it can benefit the animals in your care, and also that memory is strengthened by repetition rather than the total time you have expended on learning something, so look to build into your learning the opportunities to review and practise something a number of times. However you think you learn best, use all the modes available, as a preferred way does not necessarily equate to the best way. Therefore, repeating concepts, practising skills and linking back to information you already know will maximise your potential to embed any new knowledge and skills and get where you want to go.
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References:
Avis, J., Fisher, R., & Thompson, R. (Eds.) (2015). Teaching in Lifelong Learning A Guide to Theory and Practice (2nd ed.). Maidenhead: Open University Press.
David, L. (2015). Social Learning Theory (Bandura). Retrieved from https://www.learning-theories.com/social-learning-theory-bandura.html.
Petty, G. (2009). Evidence-Based Teaching (2nd ed.). Oxford.
