My Theory of Learning

What do watching a TED Talk, researching how to feed a sourdough starter, mimicking your sibling’s every move, and getting lost in home renovation content on Instagram or TikTok all have in common? If you guessed that they are classic markers of adulting in your 20s to mid-30s in America, you would be right. But beyond that, they are all tied together by one core activity: learning.

Learning is the process of gaining new understanding, knowledge, behaviors, skills, values, attitudes, and preferences (Gross, 2022). It is not a new concept, nor is it confined to any one age group, nationality, demographic, skill set, or whether someone is neurodiverse or neurotypical. Learning can happen at any time and in any context. There are many theories that exist that explain how learning occurs. My theory of learning is centered on one known as the situative perspective of learning. In this perspective, learning and cognition are deeply intertwined with the physical and social contexts in which they occur, not isolated processes occurring within an individual's mind (Putnam & Borko, 2000). Humans are unique, shaped by diverse backgrounds, beliefs, cultures, socioeconomic statuses, family structures, and regions. Each individual brings layers into every moment of learning, making the learning experience as complex and varied as the people themselves. Through various examples, I aim to provide a sturdy foundation of what learning is, how it happens, and why the recurrence of certain themes prove that in order for learning to occur, while multiple learning theories might be present, the most important one being pulled from a situative perspective.

To start, let us focus on a skill that almost all humans will have acquired in their lifetime, language. Language learning can occur in many stages of life—a first language from birth, a second language in childhood, or an additional language later in life. Despite the age of the learner, the way in which a person learns a language can take on various forms to suit the learner's context, background, and ability. Flashcards, for instance, support language learning through operant conditioning, reinforcing vocabulary through repetition and rewards (BrainPsychLopedia, 2023). The website or app Duolingo gamifies language acquisition, illustrating how technology can enhance engagement and learning. And pairing up students or using small groups based on ability levels can facilitate learning through social interactions and sociocultural theory (Bandura, A., & Walters, R. H., 1971 year). However, the common thread through all these forms of language learning is it happens in contexts, with others and, therefore, falls within my situative perspective-focused theory of learning.

Moreover, in language learning, immersion is a commonly used technique to bring learning to life. Through real-world immersion, learning becomes more than an academic exercise; it becomes a meaningful and engaging process that fosters both skill development and empathy. This is often referred to as contextualization which connects fundamental skills to meaningful content, which in turn increases student interest and intrinsic motivation (Perin, 2011). I experienced this in an immersive sign language program at the Georgia School for the Deaf. After taking a few semesters of sign language in college, I attended a one-week program on their campus with a unique twist: it was a “voices-off” experience. This meant we were not allowed to speak. This immersive environment forced everyone to rely on what we had learned and truly deepened our understanding, especially when we visited a local theme park while remaining in voices-off mode. It was challenging, but the reward was immense, providing not only skill reinforcement (i.e. operant conditioning), but also a profound perspective on the experience of being deaf or hard of hearing (i.e. situative perspective). Through the use of traditional learning as well as authentic contexts, one's ability to learn a language is bolstered. Thus, I believe that in combination with other known learning theories in order for leaning to occur there must be an element of the situative perspective present.

To show you what I mean, let us continue to take a look at another skill that most humans develop, potty training. When a family friend of mine was potty-training their son, a teacher suggested a routine: place him on the potty each morning, before and after meals, and every hour or so. The idea was that, eventually, he would use the bathroom during one of these times, creating a direct opportunity for praise. This approach again combines two main elements from known theories to create my theory of learning. Primarily, from the situative perspective: by consistently placing the child in the authentic context, he could understand where the desired behavior should happen. Secondarily, it draws from operant conditioning: using reinforcement which allows the child to form a strong association with the desired behavior (BrainPsychLopedia, 2023). It is that continued combination of themes that allows learning to occur. It is the combination of the two, that creates my theory of learning. As mentioned earlier, humans are distinct and intricate, and so is their learning process. However, no matter which established theories are combined, the situative perspective is an essential component that must always be present for learning to take place.

We can observe this combination once more when learning to drive. For adolescents and adults learning to drive in the United States, most states require a two-part test: a written, knowledge test and a driving test. While this structure features a section where the new driver’s education is highly informative and theoretical, likely involving mostly passive learning, it also incorporates the authentic context needed to solidify learning. Most driver’s education programs offer a classroom component where instructors provide traditional education experiences such as lecturing, watching videos, and asking the learners to take notes. This is to support them passing the very school-like written test. But, imagine a person who is driving on the same road as you has only passed the written test. Even with a perfect score, you might feel uneasy. Theoretical knowledge alone does not create a competent driver. 

This is why practicing driving is so critical to learning to drive. The context in which knowledge is acquired is integral to the knowledge itself. I believe, when learning is tied to authentic, real-world activities that mirror the practices of specific communities or professions (Putnam & Borko, 2000). Some driver’s education programs take this a step further by including two or three students in the car during practice, creating a collaborative learning environment. Research shows that students often learn better in group settings and when activities are grounded in real-life experiences (Dyack, 2020). Collaborative learning is also emphasized in multiple educational theories, underscoring its importance and the positive outcomes it produces. Therefore the skill of driving is a combination of formal and informal learning, which must be used in tandem.

Finally, let us consider another combination and the crucial element of motivation when it comes to learning. Adult learners lead busy lives—many juggle full-time jobs with classes, balance secondary education with parenting, or take continuing education courses to maintain licenses, among other commitments. Whatever their situation, their time is precious. Consequently, workplace learning for adults is often directly linked to how it can enhance job performance, streamline tasks, increase productivity, or support career advancement in pay or title. By making learning relevant to their career or academic goals, it boosts motivation, engagement, and overall learning outcomes (Perin, 2011). In addition, by creating authentic scenarios for learner to observe, study, and take part in the situative perspective is alive and well. When adults’ situations (i.e. limited time), contexts (i.e. asynchronous learning), and needs (i.e. information to help them advance in their career) are factored into their learning environments, it paves the way for them to have impactful and meaningful learning, through the situative perspective.

Time and time again, learning experiences which emphasize real-world connections stand out to me as particularly effective ways to explain the complexities of how humans learn. My theory of learning recognizes that learning is not a single straightforward theory. Instead, it represents a combination of ideas from theorists and ideas primarily within the situative perspective, united by a common thread: the importance of learning in authentic contexts. My beliefs about how learning occurs center on collaboration, encouraging individuals to work together, share insights, and build understanding collectively.

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References:

BrainPsychLopedia. (2023, March 18). What are the reinforcement schedules in operant conditioning? [Video]. YouTube. https://www.youtube.com/watch?v=Z1nElUf-MA8

Dyack, A. (2020, February 8). Situated learning theory [Video]. YouTube. https://www.youtube.com/watch?v=kV0XhlKk1Cw

Gross, R. (2022). Psychology: The science of mind and behaviour. Wayback Machine 6E.

Perin, D. (2011). Facilitating student learning through contextualization: A review of evidence. Community College Review, 39(3), 268–295. https://doi-org.proxy2.cl.msu.edu/10.1177/0091552111416227

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.