Definition of Learning
Dunn
(2002: 1) conceives of learning as a relatively 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 experience. This is essentially a very basic functional definition
of learning in that learning is seen as a function that maps experience onto
behavior. In other words, learning is defined as an effect of experience 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.
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