Understanding of Learning Theory
The knowledge and understanding of learning theories provide educators with the opportunity to become more efficient and make their work more effective. They reveal the way the processes of teaching and learning happen, which allows professionals to choose the best plan of action. Learning theories define the purpose of these processes and provide the guideline for the educator that helps one to set a range of goals and achieve them.
They explain to the teacher how one can meet the learning needs of students and gives a chance to see how the information is absorbed by the learner. Except for that, they can help the educator to build appropriate relations with the class. Learning theories show the teacher how one can act and what styles use so that the professional can choose one and act in the described manner. Thus, the improvement of learning can be seen as a positive result of such knowledge (Instructional technology, 2012).
Each learning theory provides away the educator can design instructions for the students. In other words, understanding of learning theory allows the professional to design instructions focusing on particular characteristics that coincide with the way the learning process is held. In the framework of objectivist theories, instructions are seen as particular directives targeted at the students. They are used to pass knowledge or, in some cases, skill to the learners.
Morrison (2014) underlines that the efficient instruction “is sequential, linear, standardized”. Except for that, the educator is to take into consideration that here students should already have some skills that will allow them to work further. One can use such assignments as multiple-choice tests or essays. According to constructivist theories, cooperation in experiential contexts is needed for effective learning. Learners are mainly encouraged to use problem-solving and critical thinking skills. Connectivist theory presupposes disorganized open learning where students are independent. Thus, evaluating the learning situation, the educator will be able to choose an appropriate instructional method that will help to reach the goal of the learning process.
Instructional Design Models
Certain instructional design models seem to be better suited for specific learning environments, as they have particular characteristics that are not present in other models. In this way, the instructional design models for K-12 face-to-face learning environments alter greatly from those meant for online learning for undergraduate students. Still, it does not mean that some models are better than others; they are just created to serve different learning needs.
According to Gross (2006), Morrison, Ross, and Kemp model are the most appropriate instructional design model for nurses, the core element of which are “analysis, design, development, implementation, and evaluation” (p. 16). This model is effective, as it can be adapted to the situation without any complications. Morrison (2013) states that the K-12 environment will benefit more if Gerlach and Ely or the ASSURE model is used by the teacher.
Adaptation of the Instructional Design Model
The Morrison, Ross, and Kemp model are one of the most flexible learner-centered models that can be utilized by an operating room nurse to fit the professional needs of the operating room staff. The professional should:
- Point out the problem or activity that requires training or educating connected with taking care of patients who had or will have surgery (Operating room, n.d.);
- Analyze learner characteristics (the nurses already have some knowledge of the subject and can cooperate effectively, which proves that problem-based instructional activities can be used);
- Identify objectives (the skills and knowledge that should be gained);
- Consider the content and tasks concerning the objectives;
- Build the content logically;
- Design instructional strategies appropriate for the objectives;
- Consider the instructional message and the way the information will be delivered;
- Create an instrument for evaluation;
- Choose appropriate resources (Obizoba, 2015).
References
Gross, M. (2006). Instructional design thought processes of expert nurse educators. Web.
Instructional technology. (2012). Web.
Morrison, D. (2013). Review of instructional design models applied to K-12 learning environments. Web.
Morrison, D. (2014). Why educators need to know learning theory. Web.
Obizoba, C. (2015). Instructional design models—framework for innovative teaching and learning methodologies. The Business and Management Review, 6(5), 21-31. Web.
Operating room. (n.d.). Web.