Reflections on my Previous Learning of strategies for knowledge acquisition

Introduction of Previous Learning

My previous learning entailed a mix of strategies for knowledge acquisition. The larger part of the learning process was confined in classroom settings. In these classrooms, the lecture methods were the main techniques used to disseminate knowledge. The previous learning also involved group discussions. The groups assigned roles to each member. As an active part of these groups, I mainly benefited through regular discussions. My past learning also occurred through personal research. To benefit from the contents in classroom settings, I conducted additional research to understand the technical content that the instructors gave during the lectures. I realized an improvement in performance due to additional research.

Positive Learning Experiences

The learning process was progressive and beneficial. The best positive learning experiences were due to the motivation that I had to achieve better results. Whenever I recorded a poor score, I remained determined to register an improvement in the subsequent assessment. Peer reviews and group discussions also motivated me. Through these forums, I acknowledged the art of idea sharing among learners. Every member of the team had unique abilities. By collectively solving the challenges that we encountered in the learning process, I learned of the need to be part of a larger learning team. Another element of positive learning experience came from the teaching methods that were applied in the classroom. The instructor did not only stick to the lecture technique. The inclusion of brainstorming sessions enabled learners to provide divergent arguments on the concepts that were taught in class. Through these sessions, leaners generated unique ideas that shaped the learning process.

Challenging Learning Experiences

Despite the enjoyable learning experiences, I also had a few challenges during my past educational processes. There were technical aspects that I did not easily understand. In areas that required advanced numerical computations, especially the data analysis phase of research papers, I had to do extra work to understand the concepts fully. Also, the computations took longer to complete. At some point, I felt like I would not become familiar with these formulae, but with constant practice, I was able to improve on these competencies. Another challenge that I experienced was limited access to research material and references. Other than the coursework and the notes that the instructors provided, there was a need to conduct additional personal research on more detailed concepts. I did not have all the required resources at my disposal. Therefore, I had to spend time and other resources to access the much I could. Despite this challenge, I still passed the previous educational stages.

Preferred Learning Styles and Areas of Improvement

From the questionnaire score, my preferred learning styles leans towards the pragmatic aspects of knowledge acquisition. Jayanti and Singh (2009) described pragmatic learning style as the process in which the learner is not guided by existing ideas, but by practical considerations. Under this theory of learning, the learner is constantly relating the theoretical knowledge and striving to view the practical aspect of it. As a learner, I believe that education is as good as applied. The practical components of every concept should be manifested in the impact of knowledge acquisition. Pragmatism, according to Priss (2012) is more applicable to research-related studies compared to the commonly applied constructivism approach. I find this statement to be true because I have benefited from the art of not confining myself to the currently existing systems and structures of learning. As a learner, I believe that there are certain areas that I can improve on. Despite being an active and pragmatic student, I acknowledge the fact that I am poor at note-taking. I often tend to pay more attention to the instructor rather than jot down short notes for the sessions. At the end of most lectures, I end up with very limited written records of what the sessions were about. Based on this weakness, I have experienced multiple challenges with the lecture method of teaching. In group activities, I also have a challenge in coping with extremely fast learners. Given that students have different knowledge abilities, some learners tend to master concepts faster than others Priss (2012). Consequently, the groups tend to resister varying performances during assessments. To improve on my note-taking skills, I believe that peer education would be useful. By sharing the problem with my fellow students, I would be able to get advice on how best to concentrate on the lectures while at the same time take down short notes.

Conclusion on Previous Learning

In conclusion, my previous learning experience has had both positive and negative aspects. As a learner, I have had the opportunity to evaluate the enjoyable moments and the challenging components. Based on the completed questionnaire, I appear to be a pragmatic learner. I am a student who looks at the practical side of every concept. I am interested in determining how every idea applies in reality. However, have difficulty in note-taking during lectures and group sessions. This challenge makes learning difficult, especially when I cannot fully recall all the concepts.

References of Previous Learning

Jayanti, R.K. & Singh, J. (2009). Pragmatic Learning Theory: An Inquiry-Action Framework for Distributed Consumer Learning in Online Communities. Journal of Consumer Research. 36: 1058-1081. Retrieved on October 08, 2018, from https://faculty.weatherhead.case.edu/jsingh/Jayanti_Singh_09_JCR_Pragmatic%20Learning%20Theory_Real.pdf

Priss, U. (2012). A pragmatist theory of learning. Wolfenbuttel: Ostfalia University of Applied Sciences. Retrieved on October 13, 2018, from http://www.upriss.org.uk/papers/peirce14.pdf