Learners situationally fall along the
continuum of learning orientations. Depending on the
specific learning circumstances, a learner may cover a
full range of one learning orientation or move downwards
or upwards in response to negative or positive responses,
conditions, resources, results, expectations, and
experiences. Most learners will respond with some level
of resistance in negative environments. Upward change
into new learning orientations requires greater effort
and learner control and stronger intentions, feelings,
and beliefs about learning.
learners, compared to transforming or performing
learners, are complying learners that prefer to more passively
accept knowledge, store it, and reproduce it to conform,
follow simple steps to complete assigned tasks, and please others.
Conforming learners more often
enjoy the security of routine and knowing what to expect, in
contrast to change and exploration.
are most comfortable having others make decisions, set goals, and establish procedures. They
are uncomfortable using initiative,
thinking critically, making mistakes, and
reflecting on their progress.
avoid discovery, complex problem
solving and abstract thinking. They have little desire to take
charge of their learning and progress.
prefer doing the easy or basic tasks first and like
using step-by-step procedures to accomplish the
stated objectives. They enjoy having a clear idea
about what specifically needs to be done,
being shown how to do the tasks or steps, and having plenty of feedback
describing how they are doing and what needs to be done next.
enjoy collaborating or working in a group or team that
has strong guidance, progresses at a common pace, and has supportive external resources.
To be more successful, conforming learners
need to become more independent and willing to take greater
risks. In supportive, uncomplicated learning
environments, conforming learners will enjoy working hard
to achieve simple, clearly explained goals.