Learning Theories Approach

Learning to speak German is a challenge for many, but it is very much worth learning, as it is the tenth most-spoken language in the world.

My aim would be to launch an online class for adults willing to learn speaking German.

The course is based on the experiential learning, teaching the learners how to read, to pronounce German words, the grammar and the vocabulary and use the tools to practice the learning. The learners are actively involved and they can reflect on their experience while attending the class.

The lessons are short. Each of them starts with an introduction with the goals to be achieved by the end.

The course is scaffolded by modules, each of it including vocabulary, real time demonstration, grammar and practice. The learners can share their learning with other peers and receive their feedback.

Andragogy is predominant, as the class is addressed to the adult learners. They can choose how often to learn, the place, the pace, who and when to connect with other learners.

The learner has the full control of the learning.

Connectivism helps learners to connect with each other to improve the dialogue and to correct each other the spelling or speaking errors.

The participants learn from the course the vocabulary, the grammar and the practice. They can share the results when submitting the tasks.

Behaviorism can be applied as well. The theory states that all behaviors are

responses to environmental stimuli. Creating rewards and gaining points on each session, the learners can be more engaged and motivated to spend more time learning the new language.

The MicroLearning theory is useful for an online class. To capture the learners’ attention, the course must have the following characteristics:

Asset Duration: short lessons

One Learning Objective per Asset: one grammar topic per lesson, one wording family

Accessibility: you can access the app at any time, from an devices, anywhere

Interactivity: there are self-pace lessons and lessons moderated by teacher. Also there is a community of peers who can encourage and help to stay motivated

Relevance: learning a new language is relevant for everyone. Even if you don’t use the language every day, you keep your brain young and active.

The summative assessment takes place after each lesson. There are quizzes to be completed with the new words or grammar rules.

It is used an authentic assessment because it is learner-centered and learner driven, it includes task-based activities, showcases the skills a learner has gained throughout a lesson and requires problem-solving skills. 

The learners are more engaged and the course is more meaningful and worthwhile.

Overall, Andragogy and Microlearning are the best solution for an online course. The learners can collaborate, give each other feedbacks for the tasks assigned, asking questions when required and having full control over the course flow and schedule.

Applying more learning theories in this scenario will provide to the learners a training that meets their needs.

Morrison, Sherman. (2017, October 9). Microlearning Essentials: The What and Why. eLearning Inside News. Retrieved February 27, 2023, from https://news.elearninginside.com/microlearning-essentials/

Why Microlearning is Better for Your Learners. Shift eLearning. Retrieved on February 27, 2023, from https://www.shiftelearning.com/blog/numbers-dont-lie-why-bite-sized-learning-is-better-for-your-learners-and-you-too

Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved on February 27, 2023, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology & Distance Learning, 2(1). Retrieved on February 27, 2023, from http://www.itdl.org/Journal/Jan_05/article01.htm

Bates, A. W. (T. (2015, April 5). 3.6 Experiential Learning: Learning by doing (2). Teaching in a Digital Age. Retrieved February 27, 2023, from https://opentextbc.ca/teachinginadigitalage/chapter/4-4-models-for-teaching-by-doing/

Authentic assessment. Center for Innovative Teaching and Learning. (n.d.). Retrieved February 27, 2023, from https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/ 

Connectivism Learning Theory. (2021, May 27). Western Governors University. Retrieved February 27, 2023, from https://www.wgu.edu/blog/connectivism-learning-theory2105.html

Watson,1930, p. 11, Behaviorism, First published Fri May 26, 2000; substantive revision Fri Jan 13, 2023, retrieved on February 27, 2023 from Stanford Encyclopedia of Philosophy.

Behaviorist Approach, McLeod, Saul, Updated August 18, 2022, retrieved on February 27, 2023 from Behaviorism - Education Research (byu.edu)