Behavioural learning patterns — the role of ed-tech
As an educator, when I saw high, average, and low-achieving students in my classroom, I was curious to learn what makes a student stand out from the rest. After learning more about this, I observed that behavioural learning patterns formed and the circumstances that influence the formation of new patterns would play the most significant role. In this article, we’ll look for more information on this topic…
Formation of Behavioural Learning Patterns :
Let us attempt to understand the fundamental principles that underpin the formation of behavioural learning patterns in the simplest possible way.
As we know, the human being comes to conclusions about how to act in order to avoid unpleasant situations and to put himself in a position of greater well-being and joy when confronted with the diverse experiences of daily life. Emotions play a significant role in this situation as a whole. Emotions are numerous and complex, eliciting a variety of responses.
Similarly, each learner has a unique set of experiences and circumstances during the course of his or her learning process. When confronted with an event that makes it difficult for them to understand or analyse, learners can react by moving away or by attempting to find a solution using basic strategies or other strategies that translate into behaviours. It is undeniable that emotions have a significant impact on learning. Emotion has a significant impact on cognition. This cognitive acuity will aid in the transformation of the initial contextualised condition into the subsequent level of the learning process.
Learning patterns — content personalisation :
Understanding the learning patterns of students as a whole could help content personalisation take shape in a more effective way. Because content personalisation is dependent on the unique needs of learners.
There are numerous factors that influence each learner’s behavioural learning patterns across a broad spectrum, and there are different groups of students based on their performance, such as high achievers, average achievers, and low achievers.
According to these patterns, I could categorise students as follows in the simplest possible way.
Ed-tech assistance — personalisation of content :
In general, learning occurs through teacher-led online/offline instruction, self-directed instruction using textbooks and other online/digital resources, and peer groups.
In this scenario, in order to provide productive, challenging, and result-oriented instruction by educational technology assistance to each learner, we must gain a better understanding of each learner’s unique learning patterns. It has the potential to be extremely beneficial in terms of content personalisation.
To understand this,
- We need to understand behavioural aspects as well as how these factors interact with large groups. Currently, only small samples are available for these analyses, but ed-tech activities may generate large amounts of data in the future. It will provide us with more in-depth information.
- The knowledge and experience shared by extraordinary compassionate educators, rather than just renowned or experienced teachers, could be extremely beneficial in understanding.
Influencing variables and suggested solutions:
Let me summarise these factors briefly based on various learning experiences:
- Cognitive acuity
- a shorter ability to sustain concentration
- Learning in a logical sequence
- Learning should be self- tested right away
- Practice with a variety of conceptually diverse applications
- Perform a test ( reality check)
- Analysing tests for learning
Outlines of my solutions to the existing scenarios :
Cognitive acuity- a shorter ability to sustain concentration:
Fact: The most critical factor in any activity is cognitive presence. Surprisingly, a big number of today’s students lack cognitive presence, especially in academic activities. Indeed, they may have a strong presence in a variety of other activities.Due to a variety of factors in the classroom, academic activity does not receive the attention it deserves from the learner.
Based on their level of preparedness, students should fall into one of the following categories:
- Cognitively ready for learning
- Cognitively not ready
- Cognitively prepared but unable to sustain attention
- Cognitively prepared and receiving good attention, but unable to focus in difficult situations
Regardless of the student’s category, It is entirely dependent on classroom teachers, educational institutions, and their subsequent supplementary activities.
Ed-tech companies do a lot of work in order to increase the cognitive presence through their content videos and effective way of presentation to understand. Now that the time has come, it’s a big area for Ed-tech to build personalised content with various features to increase attention span and help each learner focus in difficult situations. If this is accomplished successfully, Ed-tech will be able to serve a large number of people simultaneously.
Learning in a logical sequence — Learning should be self- tested right away :
An appropriate logical sequence in any learning process, like the motivational Chinese proverb ‘a thousand miles begins with a single step,’ is the most important factor in regaining confidence and maintaining long-term focus during the learning process.
A self-testing activity at the end of each learning milestone will help students better understand what they’ve just learned. I recommend a 1:2 learning-to-self testing ratio for maximum efficiency. This activity can only be tracked by technology; it cannot be tracked in general situations.
Practice with a variety of conceptually diverse applications:
This step may assist in eliciting a more in-depth way of thinking. Because most students have a hard time in this area, this step needs to be rewarded appropriately.
If a student notices an improvement in his or her problem-solving, analytical, and logical abilities, this could be a significant reward that motivates students to go the extra mile. This reward will have a long-lasting effect on the person who receives it.
Perform a test ( reality check)- Analysing tests for learning :
Fact : The vast majority of students pay little attention to their errors on any given test. As a result, there are fewer opportunities for learning from mistakes made.
As an educator, I am confident that incorporating technology into academics would enable students to recognise their errors and learn from them via the most featured error reports. Additionally, the effective method of learning from mistakes through test analysis results in a high degree of cognitive acuity during subsequent learning.
Furthermore, understanding these significant stages will enable each educator to serve each student in the best way possible.
