Based on the readings of Motivation & Learning, I agree that the motivation to learn comes from the need to learn a new skill or solve a current problem, the sense that it is something we will enjoy or be good at, or an interest or curiosity about the topic but I cannot help but wonder how well these concepts can work to apply to help build motivation for something that we are not interested in or dwell on doing. Any thoughts? Reflecting back, a learning challenge that I had to overcome was the start of COVID-19 when schools were shut down and systems were completely switched to online learning. That was my first time stepping into the online learning world where I have to adapt to certain things such as the ability to focus, the ability to navigate, and work sufficiently as a group with peers. With that obstacle, I used the constructivist way of learning to overcome my challenge. By building my own experience through self-teaching, connecting with classmates and actively engaging in the tools and platforms like Brightspace, and zoom; it allowed me to get familiar with the setting and eventually facilitate my learning experience through it. The time of my life that I was taught using a behaviourist method of learning was by my parents when I was younger by using reinforcement to motivate me to do different tasks and learn to do new concepts. I experienced the cognitive way of learning when I was completing my Certified Dental Assisting Program at Camosun by learning theory classes to help me uncover appropriate learning strategies, and make connections to prior understandings by applying them hands-on in my clinical course. I would consider my current instruction style to be more of a cognitivist. By creating a learning cycle that I can make connections with, I find that I am able to make learning more meaningful and permanent for myself.

References

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2).