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The Behaviorist Views Of Learning In An Open Entry/Open Exit, Self-Paced Vocational Class
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4 pages in length. The concept of self-paced, open entry/open exit vocational learning represents a double-edged sword for traditional behaviorists, inasmuch as the fundamental element of teaching from the behaviorist perspective is "essentially a matter of arranging contingencies of reinforcement so as to produce and maintain prescribed behaviors" (Kadlubowski, 2001). Self-paced, open entry/open exit learning for vocational classes, by contrast, is devoid of the very boundaries inherent to conventional teaching, leaving students to experience – if not establish – the ebb and flow of instruction on an entirely personal basis, ultimately controlling how much material they absorb and when. This environment not only goes against the very grain of traditional learning application by allowing students to determine for themselves what and when they learn, but – according to behaviorists - it also serves to wholly reconstruct the manner by which students garner and make use of appropriate study habits. Bibliography lists 4 sources.
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Filename:LM1_TLCSelfPace.rtf |
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Paper Title:
The Behaviorist Views Of Learning In An Open Entry/Open Exit, Self-Paced Vocational Class
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