Theories of Learning and Instruction

Korea University

Course Description

  • Course Name

    Theories of Learning and Instruction

  • Host University

    Korea University

  • Location

    Seoul, South Korea

  • Area of Study

    Education, Teacher Education

  • Language Level

    Taught In English

  • Course Level Recommendations

    Lower

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Credits

    3
  • Recommended U.S. Semester Credits
    3
  • Recommended U.S. Quarter Units
    4
  • Overview

    1. Course Description
    Theories of Learning and Instruction is an introductory educational psychology course offered by the Department of Education, designed to familiarize students with the basic concepts and principles of learning and instruction. The course surveys representative theories on how learning takes place and how instruction should be designed and delivered to help learners learn better. In particular, the course focuses on theories and principles that are relevant to K-12 classroom teaching and learning, rather than private, corporate, or informal teaching and learning situations.

    2. Course Objectives
    Successful students will be able to do the following at the end of this course:
    1) Define and give examples of key concepts in learning and instruction.
    2) Compare and contrast major paradigms of learning and instruction.
    3) Explain major theories and principles of cognitive development and learning and discuss their implications for instruction.
    4) Develop instructional strategies that could accommodate various individual differences among students.

    3. Reading Materials
    1) Main Textbook
    Schunk, D. H. (2004). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
    2) Supplementary Textbooks
    Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Allyn and Bacon.
    Lefrançois, G. R. (2006). Theories of human learning: What the old woman said (5th ed.). Belmont, CA: Thompson Wadsworth.

    4. Course Requirements
    There are five major requirements in this course. All students are expected to fulfill all requirements. Each requirement serves a distinct purpose as described below:
    1) Weekly Readings
    A major portion of the class time will be devoted to lecture, which is given with an assumption that all students have read the reading materials assigned for the week. It is critical that students read these materials before they come to class and be prepared to ask questions, as the instructor will not reiterate everything that is written in the textbooks.
    2) Examinations & Make-Up Quiz
    There are two regular examinations in this course, midterm and final. These examinations primarily require applications of basic ?concepts? covered in the lecture and class readings. A main goal in preparing for these examinations should be one of conceptual understanding and not memorization. Try to identify the determining characteristics and examples of each concept.
    Some of the students will be given an opportunity to improve their grades by taking a make-up quiz at the end of the semester. This test is optional, of similar format and length to the midterm and final examinations, and cumulative. The highest letter grade students can earn by improving their scores with this make-up quiz is an ?A.? Only students who have (a) taken both midterm and final examinations, (b) achieved more than 70% correct on both examinations, and (c) turned in all required assignments on time can apply to take this make-up quiz.
    3) Concept Exercises
    Students are asked to turn in two ?Concept Exercises.? The purpose of these exercises is to assess students? understanding of the key concepts covered in this course.
    4) Attendance at the 2014 bMRI Symposium & Report
    The Brain and Motivation Research Institute of Korea University holds an annual symposium by inviting renowned scholars from all over the world. The bMRI Symposium provides a valuable learning opportunity for students to listen to the cutting-edge research in the fields of learning and motivation.
    Students in this course are asked to attend this year?s Symposium on November 14th, Friday, from 2 pm to 5 pm and hand in a short report on their reactions to the content of the Symposium. This report can be a maximum of 3-pages-long (double-spaced) and written in either English or Korean.
    5) Class Attendance & Participation

    All students are expected to attend all classes on time. If it is absolutely necessary to be absent from a class, students need to find a classmate who will help with the lecture that they missed. Please do not ask the instructor to repeat important information. Students are responsible for all information presented during their absence. Please note that students who are enrolled in this course are subject to the University regulations regarding class attendance.

Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.

Credits earned vary according to the policies of the students' home institutions. According to ISA policy and possible visa requirements, students must maintain full-time enrollment status, as determined by their home institutions, for the duration of the program.

Please reference fall and spring course lists as not all courses are taught during both semesters.

Availability of courses is based on enrollment numbers. All students should seek pre-approval for alternate courses in the event of last minute class cancellations