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Learning Theory for Academics: an introductory model
The author offers one account of how learning is understood, from the perspective of his discipline of educational psychology. Whilst this perspective excludes direct analysis of the socio-cultural factors impacting on student learning, these influences are nonetheless implicit in several aspects of the model described. The framework described in the paper is based upon the interaction of four components of learning: (1) what happens in real time learning, (2) how decisions are made to control and regulate real time learning, (3) what kinds of knowledge and beliefs about learning and knowing drive regulatory decisions, and (4) what influence judgements of self-competence have on the quality of regulatory decision making.