Learning & Instructions

Introduction

The fundamental processes in learning and instruction encapsulate all events or lesson activities directed toward human understanding. Therefore, we must differentiate teaching from instructional techniques. Instructions include everything we want our learners to know and action to have procedural and declarative knowledge (Gagne, et al., 1992, pp. 39-40).

Instructional designers often consider the study context, particularly the learning environment. The question is, "Do students have the necessary tools, resources, and teaching support to perform their tasks and activities?" The additional questions are "Do students have the motivation to perform?", "Do students have the knowledge, facts, and information to make decisions?", "Do students have the necessary skills to perform their studies successfully?" "Do students have the attitudes, feelings, and believe about their capability?" Do students have the mental, physical, and talents to perform well?" and "Do students have the aptitude like physically and mentally capable of learning to perform?" (Rothwell, et al., 2016, p. 9)

In this forum, I will evaluate the crucial classes of learning outcomes over various student abilities, examine how student attitudes affect instructional design choices, justify motivation categories over the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and evaluate how student learner characteristics take suggestions for instructional design choices (Gagne, et al., 1992, p. 118).

Classes of learning outcomes

Evaluating students' learning capabilities to meet the intended learning outcomes considers students' intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. To illustrate an example of a lesson activity I did for my diploma students studying operations management. I asked my diverse class of students to form three groups and gave each group the same set of LEGO Bricks Technic 42133 Telehandler (143 Pieces). Each group will need to construct the finish set given a time limit. The fastest group gets to keep the LEGO set. This activity helps to demonstrate the various abilities of students' intellectual skills in terms of their language proficiency and any discrimination of perception members of the group might display. In addition, to cognitive processes, some students who have played with LEGO bricks demonstrate higher dexterity. Verbal and motor skills are essential in this activity, as students must be quick and agile. I observed that some students could not fully engage due to internal and external conditions influencing their attitude towards the task (Gagne, et al., 1992, pp. 73-74, LEGO, 2022).

Students' attitudes

Attitudes include students' belief systems, values, and emotional states in the learning environment. Therefore, the instructor or teacher must understand that differentiated instruction is based on modifying the elements of content, process, product, and affection towards learning and the environment. Helping students adjust to these instructions will assist students' interest, motivation, and readiness and increase their capacity to perform (Gagne, et al., 1992, pp. 85-86).

ARCS model

The Attention, Relevance, Confidence, and Satisfaction model was developed by John Keller to help motivate students learning. I find this model very useful during the pandemic, where e-learning has become the primary medium for my teaching. To illustrate the use of this model in one of my zoom lesson plans on foundational Academic English, I drew a picture of flowers and trees on the whiteboard welcoming students to the class. The images caught the attention of many of my students. In the subsequent lesson, I encourage the co-creation of drawings with my students to make the topic relevant to them. This simple activity has created much confidence and satisfaction in my students. In addition, this activity has informed me that encouraging and motivating students using the ARC model has assisted my students in anchoring positive feelings about their accomplishments (Gagne, et al., 1992, p. 118).

Learner Characteristics

Once my students have gained confidence and satisfaction in their performance, learning new skills becomes more accessible. My student's cognitive dissonance dissipated, and the context for acquiring new knowledge, like retrieving meaningful context or schema for learning verbal information, stimulated their intellectual capacity. Co-orientation between teachers and students in learning and instruction by providing and getting student feedback offers effective dialogue that meets the learner's characteristics (Gagne, et al., 1992, p. 119).

Conclusion

The discussion has elucidated an evaluation of the significant classes of learning outcomes over student abilities. An examination of how student attitudes affect instructional design choices has been illustrated. An example of the ARCS model has been demonstrated, giving evidence to motivational categories that are effective for online and e-learning. Finally, a summary of student learner characteristics suggests that co-orientation between teachers and students through feedback increases student performance and efficacy in learning (Gagne, et al., 1992).

References

Gagne, R. M., Briggs, L. J. & Wager, W. W., 1992. Principles of Instructional Design. 4th ed. Florida: Harcourt Brace College Publishers.

LEGO, 2022. Telehandler. [Online]

Available at: https://www.lego.com/en-sg/product/telehandler-42133

[Accessed 11 September 2022].

Rothwell, W. J., Benscoter, G. (., King, M. & King, S. B., 2016. Mastering the Instructional Design Process - A systematic approach. 4th ed. New Jersey: John Wiley & Sons, Inc.