Here is the synopsis of our sample research paper on The Behaviorist Views Of Learning In An Open Entry/Open Exit, Self-Paced Vocational Class. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
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.
Page Count:
4 pages (~225 words per page)
File: LM1_TLCSelfPace.rtf
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Unformatted sample text from the term paper:
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. Behaviorists contend that in order for students to gain a proper education, they must be guided to that fruition; if left to their own accord, a preponderance of them
would simply be swept away in an overwhelming wave of confusion, ambivalence and a fundamental inability to teach themselves. Structure - both of the classroom environment and the students
organizational approach - is necessary if the fundamental component of learning is to be achieved. The extent to which educators deal with both internal and external issues is overwhelming,
claim behaviorists, when imparting knowledge upon their students. Consider the fact that a single teacher has a classroom of pupils whose individual lives - environmental, genetic, social - inherently
impact the manner by which they are able to learn; as such, the instructor must be able to reach each and every student through the same means, while at the
same time make the lesson both educational and memorable. Employing the vast resources typically available to the pedagogic community creates an atmosphere where the combined efforts of artistic creativity
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