Learner’s Characteristics

Learner’s Characteristics: Learning happens naturally while we are experiencing the world around us with our senses.
Research breakthroughs in medical science have informed us on how the brain functions in
the state of learning. Our short term memory filters and processes those experiences and
assigns meaning to the sensory information it receives. Some of that information is
transferred to our long-term memory, i.e., the repository of everything we know and have
experienced in our lives. When we need that knowledge, we recall it by the use of memory
and references. The process is illustrated below.

BEHAVIORISM

Learning happens naturally while we are experiencing the world around us with our senses.
Research breakthroughs in medical science have informed us on how the brain functions in
the state of learning. Our shortterm memory filters and processes those experiences and
assigns meaning to the sensory information it receives. Some of that information is
transferred to our long-term memory, i.e., the repository of everything we know and have
experienced in our lives. When we need that knowledge, we recall it by the use of memory
and references. The process is illustrated below.

The learning theory of behaviorism focuses on behaviors that are objectively observable and
disregards subjective, independent activities of the mind. Proponents of behaviorism define
learning as conditioning or acquisition of new behaviour in a given environment and have
proved experimentally that conditioning is a universal learning process.

i. Classic conditioning theory, also called Pavlonian theory after its Russian proponent Ivan
Pavlov, pertains to learning through association. It occurs when a natural, biological reflex
associated with a particular conditioned stimulus (CS) is triggered in response to an
unconditioned stimulus (US).

ii. Behavioral or operant conditioning occurs when a response to a stimulus is reinforced.
Operant refers to any behavior that acts on the environment and leads to consequences.
Operant conditioning is a simple feedback system working on the theory, that a reward or
reinforcement following the response to a stimulus makes its occurrence more
probable/likely in the future. This theory is based on B.F. Skinner’s philosophy of ‘radical
behaviorism’

Criticisms of Behaviorism

• It does not explain those kinds of learning which involve mindfulness or cognition, since
• it disregards the activities of the mind.
• It does not explain learning of the kind where there is no reinforcement, e.g., the
• recognition of new language patterns by young children.
• Research on animals has shown that reinforced behavior patterns can possibly be
• adapted to changed/new information. A rat that has previously mastered a behavior
• pattern to manoeuvre a maze through reinforcements can shift its behavior if the layout
• of the maze is changed

COGNITIVISM

The learning theory of cognitivism focuses on inner mental activities that are essential for
cognitive development. It is concerned with opening the “black box” of the human mind to
determine how processes such as conscious thought, memory, knowing, conversation,
decision-making, emotion and problem-solving occur. Developed by Jean Piaget and
contributed to by Bloom, Bruner and Ausubel, this theory propounds that people are not
“programmed animals” that merely respond to environmental stimuli; they are rational beingswhose actions are a consequence of thinking and a learner constructs cognitive pathways to
understand and respond physically to experiences. Cognitivism replaced behaviourisms in
1960s as the dominant paradigm that gave the metaphor of mind as a computer system
where information goes in, gets processed and leads to certain outcomes.

CONSTRUCTIVISM

Constructivism, propounded by John Dewey, Jean Piaget, Jerome Bruner, Lev Vygotsky, and
others, is based on the idea that learning is a constructive process where people actively
construct or create their own understanding or subjective representations of objective
reality of the world and link what they already know from their past experiences with new
information and experiences to construct their own meaning. So, the learner is viewed as
information constructor

HUMANISM

Humanistic theory of learning is majorly based on the work of Abraham Maslow (1908–1970)
and Carl Rogers (1902– 1987). It views the learner as an individual subject with affective and
cognitive needs; and learning as a personal endeavour with ‘intentionality and values’ (Huitt,
2001) to fulfil one’s individual potential, or reach self-actualization through a natural holistic
process while growing and developing over the lifespan.

CONNECTIVISM

Connectivism is a contemporary learning theory which focuses on 21st Century Skills and
gives more autonomy to students in the way they choose to learn. This theory has developed
to adapt to the vast digital and technological advancement; and, is based upon the idea that
people process information by forming connections and interacting. It suggests that people
no longer stop learning after formal education; rather, they continue to increase their
knowledge base through technology-enabled access to a huge reservoir of information,
experience new themes and acquire new skills.

JOHN CARROLL’S MODEL OF SCHOOL LEARNING

It states:
School learning (f) = Time spent / Time needed where,
Time spent = Opportunity and Perseverance
Time needed = Aptitude

Prerequisite knowledge, and Quality of instruction Robert Slavin revised John Carroll’s
model of school learning to produce the QAIT Model of instruction in which those elements
that were not under the control of educators were eliminated, while those that could be
altered or modified by teachers were retained or redefined

1. Quality of instruction
2. Appropriate levels of instruction (redefinition of Carroll’s student characteristic ‘ability to
   understand instruction’)
3. Incentive (redefinition of Carroll’s student behaviour ‘perseverance’)
4. Time (equivalent to Carroll’s variable Opportunity)

LEARNER’S CHARACTERISTICS

Awareness of learner’s characteristics helps the teacher/instructor to determine what
approach, methods and strategies to use in academic instruction. Learner information can beobtained from surveys, interviews, observations and performance statistics of knowledge andskills

CHARACTERISTICS OF ADOLESCENT LEARNERS

Learner characteristics can be personal, physical, academic, social, emotional, moral and
cognitive in nature. The young adolescent is going through a distinctive phase of physical,
emotional, intellectual, moral and social changes simultaneously, with the academic
development. All of these changes must be taken into account while directing their learning,
and instructional methods and practices must be remodelled accordingly to optimise
learning outcomes. It is important to know the exact characteristics manifested by all these
changes in adolescents

PERSONAL CHARACTERISTICS

These relate to demographic elements such as:

1. Age
2. Gender
3. Level of maturity
4. Language
5. Socio-economic status
6. Cultural background
7. Size and influence of family
8. Specific skills or impairments to learning pertinent to the particular group/community/
   fraternity/ nationality they may be constituents

PHYSICAL/PHYSIOLOGICAL CHARACTERISTICS

• Restlessness and fatigue due to hormonal changes
• Sudden outbursts of physical activity to release energy because of spurt in energy levels
• Growing sexual awareness resulting in sensitivity to touch
• Concern about physical changes and appearance
• Physical vulnerability and poor health resulting from dietary fads and/or engaging in
• risky behaviours
• Awkward, uncoordinated body movements caused by physical changes and consciousness

ACADEMIC CHARACTERISTICS

• Goal and success oriented learning style; fixing learning goals for self
• Propensity for high achievement when challenged and engaged
• Preference for active over passive learning experiences
• Interest in interacting with peers during learning activities 5. Demanding relevance of
• what is being taught to actual learning
• Increased capacity for higher levels of humor which may be misunderstood as sarcasm
• or offence by adults
• Applying prior knowledge to learning processes

COGNITIVE CHARACTERISTICS

• Meta-cognition, (awareness and understanding of one’s own thought processes)
• Independent and rational thought
• Shift from concrete to abstract thinking
• Intense curiosity and eagerness to learn about a variety of interesting, useful and
• personally relevant topics, a chosen few of which are sustained over the long term
• Penchant for exploration and experimentation
• Ability to be self-reflective
• Ability to analyse, integrate and evaluate concepts and theories about the relationship
• between individual and society

EMOTIONAL CHARACTERISTICS

• Unpredictability because of mood swings marked by peaks of intensity and troughs of
• despair
• Overpowering desire to discover independence and individual adult identity; and
• accepting only specific mediation
• Deep concern about physical growth and maturity
• Strong beliefs
• Holding their personal problems, feelings, and experiences unique
• Extreme consciousness of self-image and its protection
• Heightened sensitivity and overreaction to criticism, ridicule, embarrassment, and
• rejection
• Tendency to rebel against authority
• Development of specific/personal interests
• Motivation to know and learn
• Defined attitude toward learning and subject matter
• Anxiety
• Attribution of success (i.e., locus of control)

SOCIAL CHARACTERISTICS

• Craving for social acceptance
• Seeking approval of peers and others with attention-getting behaviours
• Modelling behaviour and communication after that of older mates and parents/ other
• adults to a much lesser degree
• Experimenting with ways of talking and acting as part of searching for a social position
• with peers
• Seeking racial and ethnic identity and drawn to peers who share the same background .
• Exploring questions of sexual identity in overt or covert ways
• Anxious and intimidated by the initial middle school experience
• Fondness for popular culture and interest in following fads
• Seeking approval of peers and others with attention-getting behaviors
• Vacillating between demand for independence and desire for guidance and protection
• corresponding to the growth of interpersonal skills

MORAL CHARACTERISTICS

• Moral characteristics encompass the ability to comprehend ethical matters and challenge
• beliefs, cultural manifestations, religious teaching, etc.
• As adolescents mature, they begin to recognize their democratic rights and
• responsibilities, displaying an inclination towards political processes.
• Frustration with societal problems and the sluggishness of change may arise, often
• without realizing that social transformation is neither simple nor swift.
• The search for reliable and trustworthy adult role models becomes paramount, exerting a
• significant influence on one’s own behaviour and values.
• While relying on parents and influential adults for moral guidance, individuals still retain
• their own opinions and perspectives.
• Swift to judge others, yet reluctant and sluggish when it comes to acknowledging personal
• shortcomings.
• Exhibiting compassion towards marginalized individuals and demonstrating concerns
• about animal welfare and environmental issues.

CHARACTERISTICS OF ADULT LEARNERS

Are Goal-driven: Adults actively seek out learning courses and activities that will aid them in
achieving their life goals. They apply their extensive knowledge to their learning experiences.

Seek Autonomy: Adult learners value independence and actively seek options and choices in
their learning journey.

Prefer Experiential Learning: Adults favor hands-on, practical learning experiences over
passive lectures or listening. They thrive when they can actively engage and participate in
their learning.

Are Purposeful: Adults have a strong desire to understand the purpose and motive behind anylearning activity. They seek relevance and meaning in their educational pursuits.

Strive for Competence and Mastery: Adults strive to attain competence and mastery in
workplace skills to enhance their confidence and self-esteem.

Embrace a Holistic Perspective: Adult learners have a bigpicture orientation, understanding
how the smaller components fit into the larger context of what they are learning.

Are Results-oriented: Adults focus on achieving tangible outcomes and results in their
learning endeavors.

Take Responsibility for Self: Adult learners take ownership of their learning and assume
responsibility for their progress and development.

Face Emotional Barriers: Adult learners may encounter emotional barriers that can impede
their learning process.

Experience External Stressors: Adults may face stress from external responsibilities and
obligations, which can affect their ability to dedicate time and energy to learning

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