Editing Learning theory (education) (section)

==Other learning theories==
Other learning theories have also been developed for more specific purposes. For example, [[Andragogical learning theory|andragogy]] is the art and science to help adults learn. [[Connectivism (learning theory)|Connectivism]] is a recent theory of [[networked learning]], which focuses on learning as making connections. The Learning as a Network (LaaN) theory builds upon connectivism, complexity theory, and double-loop learning. It starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN).<ref>{{Cite web |last= |first= |title=The LaaN Theory |url=http://mohamedaminechatti.blogspot.com/2013/01/the-laan-theory.html |access-date=2024-12-12}}</ref>

===Learning style theories===
{{Main|Learning styles}}
Learning style theories propose that individuals learn in different ways, that there are distinct learning styles and that knowledge of a learner's preferred learning style leads to faster and more satisfactory improvement.<ref>{{Cite web |title=David A. Kolb on experiential learning. |url=https://infed.org/david-a-kolb-on-experiential-learning/ |access-date=2024-12-12 |website=infed.org |language=en-GB}}</ref> However, the current research has not been able to find solid scientific evidence to support the main premises of learning styles theory.<ref>{{cite book|url=http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf|title=Learning styles and pedagogy in post-16 learning: a systematic and critical review|last2=Moseley|first2=David|last3=Hall|first3=Elaine|last4=Ecclestone|first4=Kathryn|date=2004|publisher=Learning and Skills Research Centre|isbn=978-1853389184|location=London|oclc=505325671|last1=Coffield|first1=Frank|url-status=bot: unknown|archive-url=https://web.archive.org/web/20160304072804/http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf|archive-date=2016-03-04}}</ref>

===Affective Context Model===
People remember how things made them feel, and use those emotional imprints to create memories on demand.<ref>{{Cite book|title=How people learn : designing effective training to improve employee performance|last=Shackleton-Jones, Nick|isbn=9780749484712|location=London, United Kingdom|oclc=1098213554|date = 2019-05-03}}</ref>

===Informal and post-modern theories===
In theories that make use of [[cognitive restructuring]], an informal curriculum promotes the use of prior knowledge to help students gain a broad understanding of concepts.<ref name="Marzano 1991 518–25"/> New knowledge cannot be told to students, it believes, but rather the students' current knowledge must be challenged. In this way, students adjust their ideas to more closely resemble actual theories or concepts.<ref name="Marzano 1991 518–25">{{cite journal|last=Marzano|first=Robert|title=Fostering thinking across the curriculum through knowledge restructuring|journal=Journal of Reading|year=1991|volume=34|pages=518–25}}</ref>  By using this method students gain the broad understanding they're taught and later are more willing to learn and keep the specifics of the concept or theory. This theory further aligns with the idea that teaching the concepts and the language of a subject should be split into multiple steps.<ref>{{cite journal|last=Brown|first=B|author2=Ryoo, K |title=Teaching Science as a Language: A "Content-First" Approach to Science Teaching|journal=Journal of Research in Science Teaching|year=2008|volume=45|issue=5|pages=529–53|doi=10.1002/tea.20255|bibcode=2008JRScT..45..529B|s2cid=144060311}}</ref>

Other informal learning theories look at the sources of motivation for learning. [[Intrinsic motivation]] may create a more self-regulated learner,<ref>{{cite book|last=Deci|first=E.L.|title=Why We Do What We Do: The Dynamics of Personal Autonomy|year=1995|publisher=Putnam's Sons|location=New York}}</ref> yet schools undermine intrinsic motivation. Critics argue that the average student learning in isolation performs significantly less well than those learning with collaboration and mediation.<ref>{{cite journal|last=Wells|first=G.|title=Semiotic Mediation, Dialogue and the Construction of Knowledge|journal=Human Development|year=2007|volume=50|issue=5|pages=244–74|doi=10.1159/000106414|citeseerx=10.1.1.506.7763|s2cid=15984672}}</ref> Students learn through talk, discussion, and argumentation.<ref>{{cite book|last=Wink|first=J.|title=A vision of Vygotsky|year=2002|publisher=Allyn and Bacon|location=Boston}}</ref><ref>{{cite book|last=Vygotsky|first=L|title=Thought and language|year=1986|publisher=MIT Press|location=Cambridge, Ma}}</ref>