The concept of learning is extra-ordinarily fundamental in regard to knowledge acquisition process. Learning entails the process by which knowledge is acquired in all realms of its necessity and by the target individuals. The employment of essential training and impartation tools creates a rationale for enhancement of a learning ground. A variety of approaches are identifiable in the process of learning that act as crucial tools to drive the process.
The impacts of the concept of learning are grounded on the concept of performance in all realms of the study. However, learning and performance differ significantly in the conceptual approaches that are applied in the achievement of learning goals. The discussion in this paper seeks to provide details of the concept of learning (Novak, 2010).
Describing the concept of learning
The concept of learning entails an integration of all kinds of tools necessary to facilitate the process by which knowledge is acquired. It is possible for one to achieve set goals in the learning processes through the application of ample tools as well as efficient approaches. The best concepts of learning tools are referred to as those that incorporate all stakeholders that are required to obtain knoledge.
The traditional frameworks could not provide room for the learners to take part in the most important processes of learning. Learning is often referred to as a conscious process in the case of one reading and memorizing a certain material, while it is described as an unconscious process when no deliberate efforts are applied in the process of knowledge acquisition.
The concept of learning has been found ample in the provision of knowledge of life to those people in need of it from the standpoint of education. Thus, learning would also be described as a transition in regards to behavior for the sake of psychological purposes. Learning occurs in different individuals distinctly, ways which are inclusive of observations from other people.
These observable characteristics range from looks, dress code and intellect in addition to charisma and the ability to do things like singing or speaking well. Therefore, the concept of learning entails enhancing the cognitive transformation that must take place in the life of an individual (Novak, 2010).
Differences between learning and performance
There is a wide range of distinctions of learning from performance, owing to the fact that one of them is a pre-requisite of the other. Learning is an implication of the process by which one acquires knowledge and skills to perform a task. On the other hand, performance implies the process by which abilities are demonstrated outwardly and the results of the skills that are acquired from a given field can be duly observed.
Additionally, learning defines a particular internal change that is introverted in the regard to its occurrence within a human being. In contrast, performance has an outward implication that is oriented in a person and the results can be witnessed by other parties. Standards that are normatively based are associated with performance goals rather than just personal standards.
Moreover, the standards utilized in performance are ideal in the promotion of demonstration of abilities to other people in contrast to learning whose demonstration is focused on self-enhancement and increment. Furthermore, learning promotes the enhancement of competence in the fields of application while performance is not concerned with the concept of competence (Wiig & Wiig, 1999).
Comparison and contrast in the conceptual approaches to the study of learning
The study of learning makes use of a variety of conceptual approaches that are deemed crucial in knowledge acquisition. There are clusters of learning theories, which are inclusive of behaviorist, cognitive as well as constructivist. The usefulness of the behaviorist theories is on the demonstration of skills and acquired knowledge.
The process of knowledge instillation to an individual is done via the utilization of a series of rewards as well as punishments. The cognitivist’s theory focuses mainly on the content that is usually specific in its requirement for impartation to individuals. This leads to the identification of a learner as a main knowledge recipient and the teacher as a general knowledge provider.
More over, the constructivist values the learning process as a contextual activity. Therefore, the learning process is rated in regard to the onset goals as well as the goals of a learning individual. However, whether constructivists, cognitivists or the behaviorist learning identification, the significant distinctions are quite a number and the application of each depends upon the applied areas (Weiner, et al., 2003).
The concept of learning is extra-ordinarily fundamental in regard to knowledge acquirement process. The concept of learning entails the application of viable and useful instruments that can easily impart knowledge and skills to the intended individuals.
Learning differs significantly from performance in that learning is an introverted process by which knowledge is imparted to individuals while performance is an outward demonstration to other parties’ approval of knowledge acquired. The concept approaches also differ significantly from one another. Nevertheless, research that is more empirical should be done to establish the concept of learning.
Novak, D. (2010). Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. London: Taylor & Francis.
Weiner, I. et al. (2003). Handbook of Psychology: Research methods in psychology. NJ: John Wiley and Sons.
Wiig, E. & Wiig, K. (1999). On Conceptual Learning; conceptual learning considerations. Knowledge Research Institute, Inc. Retrieved from http://www.krii.com/downloads/conceptual_learning.pdf.