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This journal article, entitled ‘What is Learning Anyway? A Topographical Perspective Considered’, interestingly explains what learning is, according to the what-where-who-when dimensions of learning. For its readers to further understand the different aspects of learning, the researchers, Alexander, et. al, explicitly explained the nine principles of learning that describes its different dimensions. In this reflection paper, I will focus my insights based on the above items that led me to appreciate the various aspects of learning.
Learning is change, and it is ubiquitous. These notions are part of the principles of learning. An individual, who performs his or her task routinely, the same time and the same place, is subject to stagnation and boredom. Routine tasks performed after quite some time become mechanical work and does not add any new knowledge and skill to a person. Anybody who yearns for new knowledge will need to change his usual activity. He needs to deviate from the repetitive work that he performs, alter his environment and situation because he can acquire anything new from this. Furthermore, I also affirm that learning is sometimes disadvantageous if not appropriately applied. In this case, learning, bundled with diverse corrupt factors, can harm an individual and can result to unfortunate outcomes. This situation is a classic case of what the values of an individual are as he takes on new learning and adapt to it. This also points out to another learning principle that learning is interactional. An individual enhances his learning if he explores new information with an external factor. This factor includes another individual or his or her environment.
The what-where-who-when of learning helps us understand the composition of learning itself. In every opportunity for learning, there is always the object or distinct entity that triggers learning. The ‘what’ element in learning may be a product of everyday interaction with the different situation, person or environment or an output of acquired habits and responses. Combined with the ‘what’ aspect of learning is ‘where’ does the learning takes place. As this article mentioned, learning does not occur in a vacuum. In this case, there is always the existence of context that can either be physical, social or cultural environment that influence the learning of an individual. This context constitutes physical and tangible elements that help in the flow of learning. Examples of context can include the classroom, an individual’s home, and the school or out-of-school environment. Whenever a context changes, new learnings for an individual occur. In this case, it is imperative that an individual learns how to adapt, adjust and increase his or her function in order to respond appropriately to the situation. It is equally important to note that the ‘who’ aspect of learning greatly influences the learning of an individual. This factor needs to interact with the environment and the object aspect of learning for it to occur. It is worth noting that there are different characteristics of learners. Each learner has their intentions, drives and physiological qualities. As a learner goes through different situations, these qualities manifest and impacts the type of learning that he or she acquires. Furthermore, the previous experience of the learner also contributes to the quality of learning of an individual. The relevant involvement can contribute to the form of learning that an individual can gain. Finally, the ‘when’ aspect of learning completes the equation of forming new knowledge. This aspect pertains to the time as to when the learning occurs. A learner goes through different stage in his or her life – infanthood, childhood to adulthood. Therefore, each stage in his life contributes to his learning in various ways.
References
Alexander, P., Schallert, D., & Reynolds, R. (2009). What is Learning Anyway? A Topographical Perspective Considered. Educational Psychologist, 176-192.
James, R., & Baldwin, G. (2002). Nine Principles Guiding Teaching and Learning. Centre for the Study of Higher Education, 1-17.
