Learning Conditions Theory
Robert Gagne’s learning conditions theory basically states that there are several types and levels of learning. He felt that each of these types and levels required instruction that should be tailored to meet the needs of the pupil. The focus of the learning conditions theory is on the retention and sharpening of intellectual skills. The theory has been used in the design of instruction in a variety of fields, but when it was originally being developed it was used primarily in military training setting. Robert Gagne’s learning conditions theory includes five categories of learning outcomes and nine events of instruction.
Five categories of learning skills:
1. Intellectual skills – this means “knowing how” to do something and requires an ability to carry out an action
2. Verbal Information – this means being able to state the ideas
3. Cognitive strategies – this means having ways to guide learning, analyze problems, solve problems, remembering, and thinking
4. Motor skills – executing movement involving the use of muscles
5. Attitudes – how one’s mental state influences personal choices and actions
Nine events of instruction:
1. Gaining attention – grab the learner’s attention so they are alert
2. Informing learners of the objectives – learners need to know the purpose and expected outcomes of the learning material which will persist during the learning time
3. Stimulating recall of prior knowledge – ask learners what they have previously learned and relate this to the material being learned
4. Presenting the stimulus – the stimulus presented should be related to the subject matter and be specific to the learning outcome
5. Providing learning guidance – the instructor needs to make the learning stimulus as relevant as possible by using concrete examples and by relating ideas to others already in memory
6. Eliciting performance – learner must be able to demonstrate the newly learned material
7. Providing feedback – instructor informs the learner whether or not the learner has performed to a certain degree correctly or incorrectly
8. Assessing performance – using assessments to verify that learning has occurred
9. Enhancing retention and transfer – retaining what has been learned over a long period of time and transferring it into new situations both inside and outside of the learning environment
Example of how theory might be used in a learning experience:
1. Gain attention – show a variety of sentences to students
2. Identify objective – ask the question: “What is an adjective?”
3. Recall prior learning – review definitions of nouns and verbs
4. Present stimulus –give definition of adjective
5. Guide learning – show examples of how to write more descriptive sentences that show rather than tell
6. Elicit performance – ask student to create descriptive sentences
7. Provide feedback – check examples of degrees of correctness/incorrectness
8. Assess performance – provide scores and remediation if necessary
9. Enhance retention/transfer – have students read a passage and identify the adjectives; have them write a descriptive paragraph using a specific number of adjectives
How learning condition theory supports the use of instructional technology:
Instructional design should involve analyzing requirements, selecting media, and designing the instructional events. The learning concepts below should be considered when developing methods of instruction:
1. The learner should learn one skill at a time and each new skill learned should build on previously acquired skills
2. Identifying and describing the prerequisite lower level skills and knowledge required for an instructional objective must be completed in the analysis phase
3. Lower level objectives must be acquired before higher level ones
4. Objectives must be arranged according to specific behavioral terms
5. Positive reinforcement should be used in a recurring manner
The Conditions of Learning
Robert Gagne’s learning conditions theory basically states that there are several types and levels of learning. He felt that each of these types and levels required instruction that should be tailored to meet the needs of the pupil. The focus of the learning conditions theory is on the retention and sharpening of intellectual skills. The theory has been used in the design of instruction in a variety of fields, but when it was originally being developed it was used primarily in military training setting. Robert Gagne’s learning conditions theory includes five categories of learning outcomes and nine events of instruction.
Five categories of learning skills:
1. Intellectual skills – this means “knowing how” to do something and requires an ability to carry out an action
2. Verbal Information – this means being able to state the ideas
3. Cognitive strategies – this means having ways to guide learning, analyze problems, solve problems, remembering, and thinking
4. Motor skills – executing movement involving the use of muscles
5. Attitudes – how one’s mental state influences personal choices and actions
Nine events of instruction:
1. Gaining attention – grab the learner’s attention so they are alert
2. Informing learners of the objectives – learners need to know the purpose and expected outcomes of the learning material which will persist during the learning time
3. Stimulating recall of prior knowledge – ask learners what they have previously learned and relate this to the material being learned
4. Presenting the stimulus – the stimulus presented should be related to the subject matter and be specific to the learning outcome
5. Providing learning guidance – the instructor needs to make the learning stimulus as relevant as possible by using concrete examples and by relating ideas to others already in memory
6. Eliciting performance – learner must be able to demonstrate the newly learned material
7. Providing feedback – instructor informs the learner whether or not the learner has performed to a certain degree correctly or incorrectly
8. Assessing performance – using assessments to verify that learning has occurred
9. Enhancing retention and transfer – retaining what has been learned over a long period of time and transferring it into new situations both inside and outside of the learning environment
Example of how theory might be used in a learning experience:
1. Gain attention – show a variety of sentences to students
2. Identify objective – ask the question: “What is an adjective?”
3. Recall prior learning – review definitions of nouns and verbs
4. Present stimulus –give definition of adjective
5. Guide learning – show examples of how to write more descriptive sentences that show rather than tell
6. Elicit performance – ask student to create descriptive sentences
7. Provide feedback – check examples of degrees of correctness/incorrectness
8. Assess performance – provide scores and remediation if necessary
9. Enhance retention/transfer – have students read a passage and identify the adjectives; have them write a descriptive paragraph using a specific number of adjectives
How learning condition theory supports the use of instructional technology:
Instructional design should involve analyzing requirements, selecting media, and designing the instructional events. The learning concepts below should be considered when developing methods of instruction:
1. The learner should learn one skill at a time and each new skill learned should build on previously acquired skills
2. Identifying and describing the prerequisite lower level skills and knowledge required for an instructional objective must be completed in the analysis phase
3. Lower level objectives must be acquired before higher level ones
4. Objectives must be arranged according to specific behavioral terms
5. Positive reinforcement should be used in a recurring manner
The Conditions of Learning