Each of these learning stages is completely different from the other. We can go through these stages gradually, with each stage coming after the other regularly or individually, where each stage in itself is a complete learning methodology. In any situation involving learning opportunities, the person looking to acquire knowledge makes an unconscious decision to acquire it in a particular way based on any one or combination of the three stages mentioned above.
If you want to learn faster, it is important to know which stage of learning you are currently in and what steps you need to take to move to the next stages.
The first stage: “cognitive learning”
Cognitive learning develops a comprehensive understanding of skills. It involves students in the learning process. This makes them use their minds more effectively to create new connections from the knowledge already stored in their minds. This stage helps improve understanding, develop problem-solving skills, and enhance long-term learning.
This stage is the first stage of learning. The learner observes, listens, and makes connections based on the knowledge they have already acquired, and this knowledge can be acquired through conscious or unconscious learning.
One can acquire knowledge in the cognitive stage through any of the following methods:
1. Implicit learning
Implicit learning occurs when the learner is unaware of the fact that they are actually learning. Therefore, this type of learning does not involve specific instructions but occurs with verbal and visual cues and usually takes place in a social setting.
For example, a child learning to speak is an example of implicitly acquired knowledge. The child learns this in a social setting without training by a trainer, and the mind retains this type of learning over many years and remains resistant to people’s psychological changes, age, and intelligence rate (IQ). Implicit learning is also considered the best method for acquiring and developing skills.
2. Explicit learning
Explicit learning occurs when a person consciously searches for opportunities to learn, which may or may not involve a teacher and requires verbal and visual cues.
Learning to ride a bike is a good example of this type of learning. A person who wants to ride a bike may try to learn on their own, imitate someone else's actions (visual cues), or ask for instructions from someone who already knows how to do it (verbal cues). What distinguishes explicit learning is that it helps the brain solve problems and learn new concepts.
3. Participatory learning
Participatory learning is the most widely used type of learning in educational institutes. It involves varying degrees of participation between the teacher, the learner, and other students. The teacher provides students with information and helps them understand it, then asks them to discuss this information, link it to previously acquired knowledge, and use it to answer school assignments.
Cooperative learning helps enhance the student’s level of thinking, verbal communication, and leadership skills, as well as enhance self-esteem and acceptance of different opinions and improve the interaction between the student and the teacher and between the student and his peers.
4. Cooperative learning
In the learning phases, cooperative learning is organised in such a way that students interact with each other and the instructor by following instructions and considering and learning the best skills and qualities. In fact, playgrounds and science laboratories are good examples of collaborative learning environments. Cooperative learning is best observed in an environment where practical knowledge is acquired.
This type of cognitive learning helps increase the strength of memorisation, self-confidence, and building relationships. It also provides opportunities for social support and helps improve behaviour and dealing with authority, as well as those who are different from others.
5. Observational learning
Observational learning is defined as the acquisition of knowledge through observing and imitating the behaviour of others. This type of learning is considered an effective educational methodology because it makes learning enjoyable, encourages social interactions, enhances memory, and influences behaviour.
Albert Bandura demonstrated the effectiveness of observational learning through his experiment with the “Bobo Doll,” which is an inflatable doll that a group of adults beat. When some children saw this behaviour, they began hitting it as well. According to Bandura, if these children had not seen this doll being beaten, they would never have beaten it.
This type of learning may be positive in learning behaviours such as empathy and sportsmanship or negative in learning things such as learning to be afraid of snakes or spiders simply because someone around us is afraid of them.
6. Meaningful learning
Meaningful learning occurs when content is fully understood and applied in practice and serves as a purposeful way of acquiring knowledge, which is the opposite of learning through memorisation. A good example of this approach is a chemistry student who learns in class that mixing certain chemicals will cause an explosive reaction. Thus, this knowledge prevents them from mixing those chemicals in the laboratory.
Meaningful learning is a sustainable learning method because it links new information with previously acquired knowledge. This method also encourages learning through different techniques.
Just like cognitive learning, we can consider the next stage of learning as a stand-alone methodology or just the second stage of the three-stage learning system.
The second stage, “Associative Learning”
Associative learning is associated with learning or modifying responses, given the stimuli presented. This type of learning occurs when new and old information can be linked to each other, which refines the theory that ideas and experiences reinforce each other.
Associative learning promotes optimal behaviour, focuses on acquiring knowledge from the environment, and prepares the brain to anticipate outcomes and make decisions accordingly.
Let's look at the different conditions for associative learning:
1. Classical conditioning
Classical conditioning involves training the brain to associate a particular desired outcome with an action. For example, students at school may be allowed extra gaming time if they complete their assignments, employees may receive a cash bonus at work if they meet goals or children at home may be allowed to play video games if they complete their homework.
Classical conditioning focuses on learning from our surrounding environment, promotes critical thinking, may help modify undesirable learner characteristics, and can help overcome various phobias.
2. Procedural requirement
Operant conditioning means that some action will result in reward or punishment, and this approach provides an easy way to learn new lessons. For example, the mind can be trained to expect a reward for every book you finish reading (such as passing a school test) or to expect a punishment for being late to school (such as being detained in class during recess).
3. Backward conditioning
Reverse conditioning occurs when the brain is trained not to expect a previously expected response when certain conditions are not met. For example, a comedian does not tell jokes that are no longer funny to the audience. This method can be used to improve existing behaviour that may be undesirable.
4. Discriminatory conditioning
Discriminative conditioning occurs when the brain is trained to expect a particular stimulus outcome reliably. An example of this is training a dog to jump by using the command verb “jump,” not “sit,” “stay,” or “walk.”
Moving from associative learning, we reach the third stage of learning, which gives the learner the greatest amount of freedom.
The third stage, “self-learning”
At this stage of learning, learners gain knowledge through independent efforts and develop the ability to inquire and evaluate without the influence of teachers and peers. Tutors or mentors act as facilitators at this stage, not teachers. In this final stage, learners have sufficient knowledge and ability to control their learning process, and they search for sources that help them make decisions based on their understanding. Therefore, learners are responsible for setting goals and objectives and ensuring they clearly understand the subject matter to achieve the learning objectives.
Self-learning motivates learners to learn of their own volition. It gives them the freedom to plan and implement their learning plan and create strategies to achieve their goals, and they can also evaluate themselves as long as they are aware of their learning style.
In conclusion
Each stage of learning is important in itself, and the three stages of learning (cognitive learning, associative learning, and self-learning learning) have proven successful at various levels. Therefore, if you can embrace it and use it to gain knowledge and skills, you may be able to continue learning throughout life, as well as learn at your own pace and suit your needs and goals.
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