Theory Review : Emotions and Learning - Sean

 Theory Review: Sean

Emotions in learning Theory Review

Sean Schooley

Ball State University

EDAC 635

Professor Bo Chang

September 22, 2021

Name	Commented On
Sean Schooley
Sean Schooley

Main Theoretical Points

    In this theory review, we will take a look at a few emotional factors that play a huge role in the learning process for adults. In the book Making Sense of Adult Learning, the author makes a point about the 'why' we learn (MacKeracher 123). This point the author makes is the driving factor for adult learners and even adolescent learns. The 'why' needs to have a larger more positive impacts to drive adult learners than the how and when for learning. As adult learners and even adolescent learners, we use a lot of energy to learn and when the 'why' is driving us adult learners tend to be more driven and emotionally involved in their learning. 

    There are three topics that will be discussed in this main theoretical section that drives the 'why' of adult learners to make an emotional connection to their learning. Those three topics are arousal, emotions, and stress. Being able to tap into these three topics, educators can help adult learners strive to meet new goals they set and not have adult learners feel like their learning is a burden experience. 

    Arousal in the reference to emotions and learning helps adult learners gain and maintain the energy that helps adult learners be more aware and attentive when learning along with creating excitement around that particular learning. Being able to physiological impact arousal by  "increase adrenaline levels in the blood, increase heart rate and breathing rate, increase blood pressure, increase blood flow to the brain and skeletal muscle, and decrease blood flow to the digestive system" (MacKeracher 123,  124) must be in a positive manner. If adult educators are able to get this physiological reaction in a positive manner then adult learners will be able to adapt and have a positive mood toward their learning unlike if they were to have a negative arousal response from learning. These negative and positive reactions are a direct correlation to directed learning and if the adult learner will be able to maintain that arousal for that certain content.

    Emotions are categorized into two experiences that affect adult learners. They are either positive or negative experiences and they both impact adult learners in a very significant way that has major implications in their learning. According to MacKeracher, "emotion typically arises in response to an event, either internal or external, and acts to organize cognitive, social, and physical behavior in relation to the event and its consequence"(MacKeracher 123).  Emotions can be affected by several factors. Two of the major factors are motivation and increased arousal. As adult learners increase arousal motivation seems to also increase leading adult learners to achieve more in their education experience. If arousal continues to increase to a point beyond the normal level for an adult learner motivation tends to drop off because of the stimuli the arousal expands upon what adult learners can handle physiologically. If emotions from learning are positive then excitement, joy, and similar feelings are experienced. If emotions from learning are positive then anger, anxiety, and similar feelings are experienced. If emotions lead to a higher level like an arousal level then adult learns my become euphoria or distress (MacKeracher 124). With this being stated an adult learns cannot get too high or low with their emotions but must have some to connect with the content and get them motivated about the content. 

    Stress is the last emotional factor that we will look at that impacts adult learners and their emotions. The term stress "has been described as a bodily response that developed in primitive humans to prepare the body to fight or flee in the face of real threats such as an attacking lion or a stampeding herd of buffalo"(Mackeracher 124). Of course adult learners or humans, in general, do not have to worry about those types of attacks. Therefore, we reprogrammed our self to perceive other different threats and they are more physiological threats than physical threats even though it does take a toll on our bodies. If the stress is not dealt with good stress management then it could lead the adult learner to experience anxiety. Anytime there is a stressful situation this can affect adult learners and really control the emotions and arousal which will lead to a negative physiological cognition toward that content area. 

    In conclusion, there are three main factors that play an abundant role in the emotions and learning of adult learners. Those three main factors are arousal, emotion, and stress. If educators can get adult learners to understand the why then they can have adult learners make a strong emotional connection with the content and be able to drive arousal up that will help with the physiological state of the adult learner and be able to handle stress while adapting to changing scenarios in their education. However, adult learners cannot get too high or too low in their arousal levels and try to maintain a positive emotional outlook on the content that they are receiving.  

Applications

    There are several applied ways that can be used to help drive the theoretical points that were made in the above section. One way is for a learner must know the “why” they are doing what they are doing in order to physiologically connect with their learning experience. An educator should start an adult learner's experience in the class with the connection to the real world to drive the “why” of the adult learner. This helps adult learners start an emotional positive connection with the content. Some of the strategies that educators could use are the following: Syllabus with real-world connections to content, assignments that have real-world problem-based projects, and providing students general overlay of the class and why this content is important and how it will be used in the real world.

    The next application is for a learner to have their first response or a rejuvenated positive emotional experience to raise arousal and lower stress. An educator should continue into the learning experience for adult learners by trying to lower anxiety levels and increase motivations and positive emotions. Adult learners already have some kind of emotional connection toward learning which established a positive or negative experience. Some of the strategies that educators could use to get a first response or a rejuvenating positive experience and create an emotional connection are the following. Send greeting emails with information over the class, provide a detailed syllabus with connection to real-world learning, provide ways for students to get hands-on experience with the content to solve real-world problems.

    The last application for emotion and learning is for educators to find out what motivates an adult learner so the adult learner can connect emotionally to the content on a positive level and try to help the adult learner maintain that level of motivation. An educator should help the adult learner find their motivation to learn the content and help them maintain their motivations throughout the process. Some of the strategies that educators could use to provide and maintain that motivation are the following:
What motivates an Adult learner survey/questioner, develop SMART goals to help Adult learners stay on track and motivated., review initial goals and provide feedback to gain motivation and positive emotions, review goals every six months to a year with adult learners and revise if needed together.

Reflection

Highlights

    I believe that the most significant part of emotion and learning is the physiological section that drives emotion and arousal. If educators can get adult learners to understand the "why" this content is important and get adult learners to connect emotionally to the content it will be less stress and anxiety over their learning. One way educators need to help adult learners with this connection is to try and make the experience they have a positive experience. Educators must remember that it is imperative that adult learners make an emotional connection with the content so they can reach an arousal level that propels them toward success.  

Process

    I completed this assignment by first rereading and deciphering information from the two books that we have been using in this class. After I reread and took notes from those books I went to gain knowledge and obtain more information from different types of sources (Ex: articles, books, and journal posts). Once I complete this research I went back through the assignment and starts to put these ideas onto paper/computer screens. As I have been working through this theory review I have been going back and making sure I reread and re-edit what I have already written down to make it more enriching for the reader. 

    I believe just like in my review that we as learners have to be excited about the education that we are receiving or have some kind of positive emotion toward it. If we can get to that point then we tend to manage our time better on a certain project than one that has a negative emotion. I also believe that once we understand why we are doing a certain action we tend to have better outcomes and less stress in our lives. 

 

Table

Main Theoretical Ideas	Summary of how to apply the main theoretical ideas in practice Applications
A learner must know the “why” they are doing what they are doing in order to physiologically connect with their learning experience.	An educator should start an adult learner's experience in the class with the connection to the real world to drive the “why” of the adult learner. This helps adult learners start an emotional positive connection with the content. Strategies include: · Syllabus with real-world connections to content · Assignments that have real-world problem-based projects · Providing students a general overlay of the class and why this content is important and how it will be used in the real world.
A learner must have a first response or rejuvenated positive emotional experience to raise arousal and lower stress.	An educator should continue into the learning experience for adult learners by trying to lower anxiety levels and increase motivations and positive emotions. Adult learners already have some kind of emotional connection toward learning which established a positive or negative experience. Strategies to rejuvenate a positive experience and create an emotional connection are the following. Strategies include: · Send greeting emails with information over the class. · Provide detailed syllabus with connection to real-world learning · Provide ways for students to get hands-on experience with the content to solve real-world problems.
An educator must find out what motivates an adult learner so the adult learner can connect emotionally to the content on a positive level and try to help the adult learner maintain that level of motivation.	An educator should help the adult learner find their motivation to learn the content and help them maintain their motivations throughout the process. Strategies include: · What motivates an Adult learner survey/questioner · SMART goals to help Adult learners stay on track and motivated. · Review initial goals and provide feedback to gain motivation and positive emotions. · Review goals every six months to a year with adult learners and revise if needed together.

 

References 

Gao, J., Yang, L., Zhao, J., Wang, L., Zou, J., Wang, C., & Fan, X. (2020). Comparison of problem-based learning and traditional teaching methods in Medical PSYCHOLOGY education in China: A systematic review and meta-analysis. PLOS ONE, 15(12). https://doi.org/10.1371/journal.pone.0243897

Lawson, K. (2016). The trainer’s handbook. (4th ed.). Wiley.

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.

Publications. (2020, November 27). Empowering adult immigrant learners through systematic motivation work in the classroom. The International Academic Forum (IAFOR). Retrieved September 24, 2021, from https://iafor.org/journal/iafor-journal-of-education/volume-8-issue-4/article-3/.

Salling, H. [V. N. V. (2020). The societal unconscious: Psychosocial perspectives on adult learning. Brill Sense.