1. How Students learn
Mike Cook

2. Learning Outcomes
Upon completion of this workshop, participants should be able to :-
Outline some key theories on how students learn and discuss how these influence how we should teach.
Describe some teaching methods that encourage active learning.

3. Some Theories on Learning
Approaches to learning
Conceptions of learning
Experiential learning
Learning styles

4. Conceptions of Learning
Saljo (1979) identified five conceptions of learning. Learning as
a quantitative increase in knowledge.
memorising.
acquiring facts, skills and methods (for later use)
making sense or abstracting meaning.
interpreting and understanding reality.
It has been argued that 1, 2 and 3 are views which underpin surface learning strategies, while 4 and 5 relate to deep learning (Atherton, 2005)
Increase in knowledge
Learning is acquiring information or “knowing a lot” 
Memorising.
Learning is storing information that can be reproduced.
Acquiring facts, skills and methods that can be retained and used as necessary.
Making sense or abstracting meaning.
Learning involves relating parts of the subject matter to each other and to the real world.
interpreting and understanding reality in a different way.
Learning involves comprehending the world by re-interpreting knowledge.

5. Approaches to Learning
Student’s approach to a task (intention) determines the extent to which they engage with their subject. (Martin and Saljo, 1976)
Deep approach: transforming
Surface approach: reproducing
Strategic approach: organising
Following slides from Entwistle (1997)

6. Deep Approach Intention – to understand ideas for yourself by
Relating ideas to previous knowledge and experience
Looking for patterns and underlying principles
Checking evidence and relating it to conclusions
Examining logic and argument cautiously and critically
Becoming actively interested in the course content

7. Surface Approach Intention – to cope with course requirements by
Studying without reflection on either purpose or strategy
Treating the course as unrelated bits of knowledge
Memorising factors and procedures routinely
Finding difficulty in making sense of new ideas presented
Feeling undue pressure and worry about work

8. Strategic Approach
Intention – to achieve the highest possible grades by
Putting consistent effort into studying
Finding the right conditions and materials for studying
Managing time and effort effectively
Being alert to assessment requirements and criteria
Gearing work to the perceived preference of lecturers

9. Kolb’s Experiential Learning Cycle
Concrete experience
‘doing’
Reflective observation
‘reflecting’
Abstract
Conceptualisation ‘theorising’
Active experimentation
Action planning
CE – learners become involved in new experiences
RO – learners reflect on the new experience, from their own perspective and through feedback from others
AC – learners form and process their ideas into logical theories, forming an understanding
AE – learners use their new-formed/developed theories to assist with problem-solving, and test them in new situations or experiences, thus starting the process again at the concrete experience and continuing the cycle.

10. Learning Styles
This theory suggests that learners have particular preferences for stages of the learning cycle.
Learning styles are generally considered to be preferences not fixed traits.
Kolb (1984) argues that learners need to be able to do all four aspects.
There are various categorisations of learning styles.

11. Honey and Mumford (1982)
Activist
Reflector
Theorist
Pragmatist

12. Activists Strengths Flexible and open-minded Happy to have a go
Enjoy new situations
Optimistic about change
Weaknesses
May take action without thinking
Take unnecessary risks
Do too much and hog limelight
Get bored with implementation

13. Reflectors Strengths Careful, don't jump to conclusions
Thorough and methodical
Thoughtful
Good at listening to other
Weaknesses
May hold back from participation
Slow to make up their mind
Too cautious
Not assertive or forthcoming

14. Theorists Strengths Logical 'vertical' thinkers Rational and objective
Good at asking probing questions
Disciplined approach
Weaknesses
Restricted in lateral thinking
Unhappy with uncertainty & ambiguity
Intolerant of subjectivity and intuition
Full of "should" and "must's"

15. Pragmatists Strengths Keen to test things out in practice
Practical down to earth, realistic
Businesslike - gets to the point
Technique oriented
Weaknesses
Reject things that lack application
Not interested in basic principles
May seize the first expedient solution
Task rather than people oriented

16. Caution
A recent study (Coffield et al., 2004) has cast some questions over the use of learning styles and approaches. In particular:
validity and reliability of the inventories used
different claims about the degree of stability of learning styles.

17. Summary Learners approach their learning in different ways.
Teachers need to consider the needs of the learners when planning sessions.
Active learning techniques can help encourage a deep approach to learning.