Learning Process Questions

Learning Process Questions

Question 1

Providing information in small chunks, also known as chucking is essential in the learning process. Learners find it easier to absorb little bits of data because it prevents them from getting anxious to receive and store large amounts of information. So, to ensure a meaningful learning process, it is essential that information is provided in small portions. When trying to learn a topic that seems complicated or with too many requirements, one can separate the data and arrange it from the easiest and most interesting to the less exciting and hard data (Shell, Soh, & Chiriacescu, 2016, August). In doing so, the information becomes more manageable and can be easily understood and remembered after some time. Therefore, the chunking strategy can be used to improve an individual’s short term memory. For example, I had a hard time studying for my exam during the last semester. The learning material was too much, and this made me apprehensive.However, I decided to separate the information according to topics, and I realized that this made the learning process easier.

Additionally, providing little bits of information is an antidote to boredom since it primarily increases a learner’s psychological engagement. Besides, the approach helps in preventing mental burnout n an individual since continuous learning can be tiresome. Instead, it encourages the learners to assess and process the provided information for easy understanding carefully.


Shell, D. F., Soh, L. K., & Chiriacescu, V. (2016, August). Modeling chunking effects on learning and performance using the Computational-Unified Learning Model (C-ULM): A multiagent cognitive process model. In Cognitive Informatics & Cognitive Computing (ICCI* CC), 2016 IEEE 15th International Conference on (pp. 77-85). IEEE.

Question 2

Learning can be affected by various external factors.  For example, coming from an unstable family where the parents are always arguing can hurt the learner. The lack of peace can make one feel unloved or responsible for the fight making them develop depression among other psychological problems thus affecting their ability to concentrate in class (Harold & Leve, 2018). Also, suffering from chronic illnesses such as cancer and paralysis or obesity can make a learner look down on himself or herself or develop low esteem. In case the learner is in a school where bullying is rampant, he or she is likely to developmental problems such as self-pity thus prevent them from paying attention in class or being motivated to learn. For example, when my favorite uncle died in a motor accident, I was devastated, and I did not wish to go to school. The constant reminder by my friends and family members of how great he was and the gap he had left, I became more miserable, moody, and rude and this affected my studies. I failed my assignments and performed averagely on the final exams although I am happy I managed to accept his death and everything is back to normal.


Harold, G. T., & Leve, L. D. (2018). Parents as partners: How the parental relationship affects children’s psychological development. In How Couple Relationships Shape our World(pp. 25-56). Routledge.



The ARCS model of Motivation is based on the idea that four significant elements in the learning process encourage and sustain the learner’s motivation.The four motivational strategies of the RCS model include Attention; Relevance; Confidence; and Satisfaction. Attention involves the learner getting curious to know something either by inquiry arousal or perceptual arousal. Methods such as active participation, humor, conflict, and real-life examples can be used to gain the leaner’s attention. Relevance requires the learner to see the significance of what is being taught concerning one’s profession or personal life (Milman & Wessmiller, 2016). To determine relevance, the learner can be asked to link the new information to previous experiences, make choices, model, and identify the present and future worth of the course.  Confidence involves making the learners believe in themselves through facilitating self-growth; communicating the course objectives and prerequisites; providing timely feedback; and giving them autonomy. Lastly, satisfaction involves giving the learners rewards and praise and encouraging immediate application. Relevance would be the most appropriate for a two hour class on respiratory protection because the subject touches on things that can happen at any time and the learning process encompasses the leaner dwelling on real-life experiences; they can model or carry out practical using human-like toys and apply the knowledge at any given time.


Milman, N. B., & Wessmiller, J. (2016). Motivating the online learner using Keller’s ARCS model. Distance Learning, 13(2), 67.

Question 4

Praxis is the practice of involving some action in a process while acting within a theoretical framework. The principle of praxis identifies that theory and practice are one thing during the learning process. To put praxis in practice, one should not do something and then reflect on it later. Instead, he or she makes sure that every action has an informed theoretical basis while putting the thoughts into action (Edwards-Groves & Kemmis, 2016). The principle encourages the adult learner to engage their learning process in their jobs or daily life experiences at the same time because it will enable them to be more involved in the learning process as well as find the relevance in the learning content. For example, in a safety training class, the learners can be taken to the local hospital with patients injured due to poor safety concerns such as forgetting to put on protective gear when spraying insecticide or those been wounded due to walking in spillages. Providing the trainees a chance to examine them, identify the problem and deal with it, for instance, applying pain ointment or providing some form of dressing, or teaching them how to wear protective gear will ensure the actualization of the praxis principle.


Edwards-Groves, C., & Kemmis, S. (2016). Pedagogy, Education, and Praxis: Understanding new forms of intersubjectivity through action research and practice theory. Educational action research, 24(1), 77-96.


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