Definition of Learning
Dunn (2002: 1) conceives of learning as
arelatively permanent change in behaviour with behaviour including both
observable activity and internal processes such as thinking, attitudes and
emotions.’ It is clear that includes
motivation in this definition of learning, considers that learning might not
manifest itself in observable behaviour until some time after the educational
program has taken place.
Wilson & Peterson (2006: 2) learning as a
process of active engagement, learning as individual and social; and learner
differences as resources to be used, not obstacles to be confronted.
Learning!is a product of interaction.
Depending on the epistemology underlying the learning design, learners
might interact with instructors and tutors, with content and/or with other
people. Many educators expend enormous
amounts of effort to designing their learning to maximize the value of those
interactions.
Based on Houwer & Holmes & Moors (2013: 1)
learning as a change in behavior that is due to e xperience. This is essent
ially a very basic funct ional definition of learn ing in that learn ing is
seen as a function that maps experi ence onto beh avior. In other words,
learning is defin ed as an effect of experi ence on behavior.
Rossum & Hamer (2010: 2) The five learning
conceptions described are learning as the increase of knowledge, learning as
memorising, learning as the acquisition of facts, procedures etcetera, which
can be retained and/or utilised in practice, learning as the abstraction of
meaning, learning as an interpretative process aimed at the understanding of
reality.
