Discussion Forum Guidelines: My Expectations For Discussion

Discussion Forum Guidelinesmy Expectation For Discussion Forums Is Tha

DISCUSSION FORUM GUIDELINES My expectation for Discussion Forums is that each major/candidate will provide an original posting that consists of at least three paragraphs, which contains at least 5-6 grammatically structured sentences. Then provide at least one reply posting to at a classmate’s original posting, which should consist of at least a paragraph. I highly suggest that you type your response in a Word document then copy and paste your responses into the Discussion Forum text box. If there is a break in your connection while typing your response directly into the text box there is a high probability that you will lose your information without the option for retrieval. Please note that I DO NOT want a simple regurgitation of the course material provided, I’m expecting to hear individual voices and ideas that are supported by course and/or other scholarly material.

There are three (3) questions below for which you provide a thoughtful yet brief response considering the Discussion Forum Guidelines and APA writing style. 1. What are the differences between the behaviorists and cognitive views of learning? 2. Do you think attention span tasks are relevant in today’s teaching and learning processes? 3. Can a student be motivated to learn? NO PLAGIARISM!

Paper For Above instruction

The discussion forum guidelines emphasize the importance of original, well-structured responses that demonstrate critical thinking and engagement with scholarly material. For this assignment, I will explore three significant questions related to learning theories and motivational strategies in education. These questions include a comparison of behaviorist and cognitive views of learning, the relevance of attention span tasks in contemporary education, and the possibility of student motivation to learn.

Differences between Behaviorist and Cognitive Views of Learning

The behaviorist view of learning primarily focuses on observable behaviors and the ways they can be conditioned through reinforcement and punishment. Rooted in the work of early psychologists like B.F. Skinner, behaviorism posits that learning occurs as a response to external stimuli, emphasizing the role of environment in shaping behavior. Reinforcement schedules are often used to increase desired behaviors or diminish undesired ones, and the learner’s internal mental state is considered irrelevant in this model (Skinner, 1953). For example, a student might learn to solve math problems more efficiently through immediate feedback and positive reinforcement, with little regard to their internal thought processes.

In contrast, the cognitive view of learning emphasizes internal mental processes such as memory, problem-solving, and critical thinking. Cognitivists argue that learning involves active mental engagement where learners process information, organize knowledge, and apply it to new situations (Piaget, 1952). This approach regards the mind as a complex information processing system comparable to a computer, where understanding, reasoning, and reflection are key components of learning. For instance, incorporating cognitive strategies like summarization and self-questioning helps students develop deeper comprehension and retention of material, recognizing that internal thought processes are vital in the learning process (Anderson, 1990).

Relevance of Attention Span Tasks in Today’s Education

Attention span tasks have historically been used to gauge how long students can remain focused on a task before their attention wanes. While some educators believe these tasks are still relevant, especially in designing classroom activities that capture student focus, there is significant debate about their current usefulness. Modern research indicates that attention is more dynamic and influenced by various factors including motivation, task interest, and cognitive engagement (Zentall, 2017). Additionally, the advent of digital technology and multitasking behavior has transformed how attention operates during learning activities, making traditional attention span measures less predictive of academic success.

Some scholars argue that focusing solely on attention span underestimates the importance of motivation and instructional design, which can enhance sustained engagement. For example, incorporating interactive and varied instructional strategies may promote longer periods of focused attention, indicating that attention span is modifiable (Davis & Palladino, 2018). Consequently, rather than relying solely on raw attention span measurements, educators should adopt a holistic approach that considers emotional, cognitive, and environmental factors influencing attention during learning.

Can a Student Be Motivated to Learn?

Yes, students can be motivated to learn, but motivation is influenced by a complex interplay of internal and external factors. Intrinsic motivation, driven by curiosity, interest, and personal satisfaction, is often associated with higher engagement and deeper learning (Deci & Ryan, 2000). Conversely, extrinsic motivation, which stems from external rewards such as grades or praise, can also effectively enhance motivation but may not foster long-term learning autonomy. Educators can influence motivation by creating supportive learning environments, setting achievable goals, and providing meaningful feedback.

Research suggests that motivation can be cultivated through strategies such as fostering a growth mindset, emphasizing the relevance of learning material, and encouraging self-efficacy (Dweck, 2006). For example, when students perceive challenges as opportunities for growth and believe in their capabilities, they are more likely to invest effort and persist despite difficulties. Therefore, while motivation varies among individuals, intentional instructional practices can significantly enhance a student’s desire to learn, making motivation a dynamic and modifiable aspect of education (Schunk, 2012).

Conclusion

Understanding the differences between behaviorist and cognitive theories of learning provides vital insights into effective teaching strategies. Recognizing the changing landscape of attention and motivation underscores the importance of adaptable instructional approaches. By integrating these theoretical perspectives with contemporary research, educators can foster environments that promote sustained engagement, deeper understanding, and lifelong learning skills.

References

• Anderson, J. R. (1990). Cognitive psychology and its implications. W. H. Freeman.
• Davis, P., & Palladino, J. (2018). Enhancing attention in the classroom: Strategies and effects. Journal of Educational Psychology, 110(3), 378-392.
• Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Schunk, D. H. (2012). Motivation in education: Theory, research, and practice. Pearson.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Zentall, T. R. (2017). Attention span in children: New perspectives. Educational Psychology Review, 29(3), 415-429.