Educational Psychology

Understand how and why people learn; and how to apply that understanding to bring about changes in people of all ages. Anyone helping others learn, formally or informally, directly or indirectly can benefit from this course.

Course Code: BPS105
Fee Code: S2
Duration (approx) Duration (approx) 100 hours
Qualification Statement of Attainment
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Understanding How People Learn is the Key to Better Teaching

Study how and why people learn, and how to apply that learning to bring about changes in people of all ages. This course will benefit a wide range of people, from parents (understanding of how their children develop) to teachers/trainers and welfare workers or leisure professionals (eg. youth leaders).

Comment from one of our Educational Psychology students: 
"I found the course interesting, challenging, and rewarding" J. Beer

Learning is Complicated!

Different people learn in different ways. Some people learn by processing information, others have a preoccupation with collecting information and remembering it, without really thinking about it much at all. Differences such as these (and other things) are inherent and need to be understood so that an education program can cater appropriately to different types of learners.


Lesson Structure

There are 7 lessons in this course:

  1. Introduction ...Development & Learning Theory
    • Piaget’s Theory of Cognitive Development; Schemes; Assimilation and Accommodation; Equilibration; Piaget’s Stages of Development.
  2. Behavioural Learning
    • The Evolution of Behavioural Theories of Learning; Thorndike’s Theory of the Law of Effect; Skinner’s Theory of Operant Conditioning; Principles of Behavioural Learning; Reinforcers; Positive and Negative Reinforcement; The Premack Principle
  3. Information Processing
    • Information Processing Theory; A Model of Information Processing; Perception; Gestalt Psychology; Attention; Short-Term Memory; Long-Term Memory; Division of Long-Term Memory
  4. Memory Retention & Loss
    • Remembering and Forgetting; Interference; Inhibition and Facilitation ; Primacy and Recency; Learning Strategies
  5. Individual Needs
    • Effective Instruction;The QAIT Model; Quality of Instruction; Appropriate Levels of Instruction; Incentive;Time; Between-Class Ability Grouping; Within Class Ability Grouping; Effective Use of Ability Groups; Mastery Learning; Outcomes-Based Education; Individualised Instruction
  6. Constructivist Learning
    • What is the Constructivist View; Top Down or Bottom Up Processing; Generative Learning; Discovery Learning; Reception Learning; Activating Prior Knowledge
  7. Motivation
    • Intrinsic Motivation; Extrinsic Motivation; Factors Affecting Motivation
    • Motivational Theories (Behavioural Learning Theory; Human Needs Theory; Dissonance Theory; Cognitive Dissonance Theory; Personality Theory; Attribution Theory; Expectancy Theory); Improving Motivation (Nurturing Interest/Curiosity; Providing Incentive to Learn)

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.

Aims

  • Discuss theories of development and learning.
  • Explain behavioural theories of learning
  • Describe how Information Processing Model Works
  • Describe processes involved in memory loss and retention
  • Describe different methods of effective instruction to cater for individual needs.
  • Explain the relevance of constructivist learning in education
  • Differentiate definitions of motivation and the application of motivation to learning.

Some People Never Learn?

      ....Find out why.

Who is this Course For?

This course has relevance to many areas of work and life. It is applicable to any situation where people of any age are involved in learning, both in our private and professional lives; for example:
  • Anyone dealing with the development of children; as a teacher, parent, club leader (eg. Scouts or guides) or even a Sunday school teacher
  • Play leader in an after school or holiday program
  • Dance or music teacher; swimming teacher
  • Sports coach (amateur/voluntary or professional)
  • Workplace supervisor, training officer or anyone who needs to educate staff to do a better job at work.

It is also relevant for those wishing to pursue research or work as an educational psychologist.

This course develops your understanding of the theory and practice of educational psychology; helping you to solve problems you confront when helping others to learn. It gives you a foundation to be more effective in any situation where you need to improve learning outcomes.
 

Poor Learning Increases Risks in Later Life

If learning as a toddler and pre-schooler is flawed, the foundation is flawed, and this can make learning at school more difficult. Even with a perfect pre-school learning experience; things can still happen in primary school, secondary school or university, which disturbs the foundation that is needed for the years that follow. 
  • If a child fails to grasp the fundamentals of mathematics in one year, this will make maths far more difficult in the following year, and if not corrected, the problem will simply compound year after year
  • If a perfect student faces a crisis in secondary school or early university (e.g. Death of a relative, health problem, etc.); this can be distracting, and break the foundation they are building for the following year. If not corrected, the problem can compound, and their capacity to learn will rapidly diminish over a relatively short period. A break from education for any reason can mean the child also misses essential learning that will help in the future and does not build upon existing learning.
The way in which a child responds to formal learning can be influenced significantly by both their genetics and also their upbringing prior to starting school (nature and nurture). There is a lot of debate within psychology as to whether a child’s nature or nurture is more important. Our nature is our genetics and inheritance. Nurture is how we are brought up, how we are influenced by our parents, siblings, extended family, teachers, friends and the wider community. . Within psychology, it is often agreed that most behavioural traits are a result of an interaction between nature and nurture. It is hard to determine the amount of influence of nature and nurture. For example, a child has very intelligent parents and the parents ensure the child is intellectually stimulated with appropriate toys, books and so on. The child is intelligent. Is this due to the genetic inheritance from the intelligent parents or because the child is stimulated intellectually? OR is it a mixture of nature and nurture.
 
“Research shows about half our nature or personality, which is what drives us. How we learn and what we feel about learning is largely inherited. That leaves that choice that about half that we can have a direct influence on, either to mould and create circumstances and environments for our children and also to mould and create ideal learning situations for ourselves.
 
As a child reaches adolescence, the way in which they respond to formal learning can also be influenced by other factors, such as their existing intellectual ability, their capacity to read and write, their listening skills, their educational skills, such as note taking, paying attention, being on time etc., and their powers of comprehension and so on. But it can also be influenced by other factors, such as the involvement of their parents in their education, parental encouragement, their peer group culture etc. For example, if a child belongs to a peer group where it is not considered “cool” to study, then the adolescent may be less inclined to study that an adolescent who is friends with other children who also study. If the child enjoys learning or finds a subject interesting, they are more likely to pay attention and want to learn than if they find a subject boring or hard. The teacher can also influence how a child learns. If the child does not like the teacher or the teacher does not like the child, then it can influence how the child responds to the learning situation.
 
The way in which an adult learns is also affected by the factors above, interesting, their nature and nurture, how they pay attention, and so on, but other factors also come into play with adults, such as – 
  • Their previous learning experiences
  • Whether they are forced to study and do not wish to
  • If they are busy in other areas of their life and the learning puts additional pressure on them
  • Whether they have time to study
  • Whether they are committed to study
  • If they enjoy what they are studying
  • If they are interested in what they are studying
  • Whether they receive support from other members of their family and friends  ...And so on....
 
Since 1999 ACS has been a recognised member of IARC (International Approval and Registration Centre). A non-profit quality management organisation servicing education.

ACS is an Organisational Member of the Association for Coaching (UK).

Member of Study Gold Coast Education Network.

ACS Global Partner - Affiliated with colleges in seven countries around the world.

UK Register of Learning Providers, UK PRN10000112


How can I start this course?

You can enrol at anytime and start the course when you are ready. Enrolments are accepted all year - students can commence study at any time. All study is self paced and ACS does not set assignment deadlines.

Please note that if a student is being assisted by someone else (e.g. an employer or government subsidy), the body offering the assistance may set deadlines. Students in such situations are advised to check with their sponsor prior to enrolling. The nominal duration of a course is approximately how long a course takes to complete. A course with a nominal duration of 100 hours is expected to take roughly 100 hours of study time to complete. However, this will vary from student to student. Short courses (eg. 100 hrs duration) should be completed within 12 months of enrolment. Certificates, Advanced Certificates and Awards (eg. over 500 hours duration) would normally be completed within 3 -5 years of enrolment. Additional fees may apply if a student requires an extended period to complete.
If a student cannot submit their assignments for 6 months to ACS, they should advise the school to avoid cancellation of their student
registration. Recommencement fees may apply.

Simply click on the ENROL OPTIONS button at the top of this screen and follow the prompts.

You can see the course price at the top of this page. Click 'enrolment options' to see any payment options available.

You can pay by Credit Card, PayPal, Afterpay or bank transfer.

Yes! We have payment plans for most courses. Click 'enrolment options' to see the available payment plans.
We also have Afterpay that will allow you to pay for your course or payment plans in four instalments (if you are in Australia).


What do I need to know before I enrol?

There are no entry requirements that you need to meet to enrol in our courses, our courses are for everyone.
If you are under 18, we need written permission from your parent/ guardian for your enrolment to continue, we can arrange that after you have enrolled.

You don’t need to purchase any additional resources to complete our courses.

We aim to teach you the essentials without you having to purchase any specific computer program.
We recommend that you have access to a word processing program, such as Microsoft Word or Google Docs, so that you can easily complete and submit your assignments.

You sure can. We are here to help you learn whatever your abilities.

Yes, if you are enrolling in a Certificate or Advanced Certificate, you might be eligible for credits if you have evidence of your previous studies or relevant experience. More information is here.

We recommend that you are able to browse websites, send emails and conduct online research. You will need to be able to type and submit your assignments.
If you have limited computer skills, we can make special arrangements for you.

This is possible, it depends on the institution. We recommend that if you would like to use our courses that you contact the institution first. Our Course Handbook is a good resource for this.

Our courses are written in English and we only have English speaking academic staff. If you can read and complete your assignments in English, our courses are ideal for you.

Our courses are designed to build knowledge, hands on skills and industry connections to help prepare you to work in the area, running your own business, professional development or as a base for further study.

This course has been designed to cover the fundamentals of the topic. It will take around 100 hours to complete, which includes your course reading, assignment work, research, practical tasks, watching videos and anything else that is contained in the course. Our short courses are a great way to do some professional development or to learn a new skill.

It’s up to you. The study hours listed in the course are a rough guide, however if you were to study a short course (100 hours) at 10 hours per week, you could finish the course in 10 weeks (just an example). Our courses are self-paced, so you can work through the courses in your own time. We recommend that you wait for your tutor to mark and return your assignment before your start your next one, so you get the benefits of their feedback.

The course consists of course notes, videos, set tasks for your practical work, online quizzes, an assignment for each lesson (that you receive feedback from your tutor from) and ends in an exam (which is optional, if would like to receive the formal award at the end), using our custom built Learning Management System - Login.Training.

Our courses are designed for adults to gain professional development and skills to further their careers and start businesses.

Our custom online learning portal allows you to conduct your learning online. There may be practical tasks that you can do offline. You have the option of downloading your course notes or print them to read later.

There is also the option to pay an additional fee for printed course notes and or USB (availability limited to location and deliverability).

Yes, if you don’t have access to the internet, you can receive the course as paper notes or on a USB stick for an additional fee. We can also make alternative arrangements for you to send your assignments to us.

We offer printed notes for an additional fee. Also, you can request your course notes on a USB stick for an additional fee.

Yes, your tutor is here to help you. Simply post any questions you have in your login.training portal or contact the office and we can pass on a message to your tutor.

We are more learning focussed, rather than assessment focussed. You have online quizzes to test your learning, written assignments and can complete an exam at the end of the course (if you want to receive your certificate). You will not receive a pass/ fail on your course work. If you need to add more details on your assignment, we will ask you to resubmit and direct you where you need to focus. If you need help, you can ask your tutor for advice in the student room.

Each module (short course) is completed with one exam.

Exams are optional, however you must sit an exam if you would like to receive a formal award. You will need to find someone who can supervise that you are sitting the exams under exams conditions. There is an additional cost of $55 (AUS) $50 (O/S) for each exam.
More information is here

There are practical components built into the course that have been designed to be achieved by anyone, anywhere. If you are unable to complete a task for any reason, you can ask your tutor for an alternative.

When you complete the course work and the exam and you will be able receive your course certificate- a Statement of Attainment. Otherwise, you can receive a Letter of Completion.

You can bundle the short courses to create your own customised learning bundle, Certificates or Advanced Certificates. More information is on this page.

Yes, our courses are built to be applicable for people living anywhere in any situation. We provide the fundamentals, and each student can apply their own unique flair for their own interests, region and circumstances with the one-on-one guidance of a tutor. There is also a bit of student directed research involved.

Employers value candidates with industry skills, knowledge, practical skills and formal learning. Our courses arm you with all of these things to help prepare you for a job or start your own business. The longer you study the more you will learn.

ACS has an arrangement with OAMPS (formerly AMP) who can arrange Professional Indemnity from Australian and New Zealand graduates across all disciplines. Ph: 1800 222 012 or email acs@oamps.com.au.


Who are ACS Distance Education?

ACS Distance Education have been educating people for over 40 years.

We are established and safe- we have been in education for over 40 years.
We are focused on developing innovative courses that are relevant to you now and what you will need to know in the future.
We are focused on helping you learn and make the most of your experience.
You can enrol at any time, you can work on your course when it suits you and at your own pace.
We are connected to many industry bodies and our staff participate in continuous improvement and learning activities to ensure that we are ahead of what learning is needed for the future.

Our courses are not accredited by the Australian Government. However many of our courses are recognised and held in high regard by many industry bodies.

Our courses are written by our staff, who all have many years experience and have qualifications in their speciality area. We have lots of academic staff who write and update our courses regularly.


How do I enrol my staff/ sponsored students?

Yes, you can do a request for a bulk enrolment and request an invoice on our Invoice Request Form

We can prepare an invoice, quote or proforma invoice. Simply complete your details on our Invoice Request form

We can arrange bulk discounts for your course enrolment, please get in touch with us to discuss your needs.

Yes, we have many students who are in locked facilities, such as prisons or hospitals. We can cater by also offering paper notes at an additional cost.


What if I have any more questions or need more information?

We can assist you to find the right course for your needs. Get in touch with us via email (admin@acs.edu.au) call on +61 7 5562 1088 or complete our course advice form.


What if I change my mind?

Please get in touch with studentservices@acs.edu.au if you would like to be removed from our mail list.

If you would like ACS Distance Education to delete your information at any time (whether you are a customer or a prospective customer), please contact our privacy officer and we will process this ( admin@acs.edu.au ).




Course Contributors

The following academics were involved in the development and/or updating of this course.

Tracey Jones (Psychologist)

B.Sc. (Psych), M.Soc.Sc., Dip.Social Work, P.G.Dip Learning Disability, Cert Editing, Cert Creative Writing, PGCE.
Member British Psychological Society, Member Assoc. for Coaching, Member British Learning Assoc.
25 years industry experience in writing,

Jacinda Cole (Psychologist)

Psychologist, Educator, Author, Psychotherapist.
B.Sc., Psych.Cert., M. Psych. Cert.Garden Design, MACA
Jacinda has over 25 years of experience in psychology, in both Australia and England. She holds a BSc (Hons) in Psychology and a Masters in Psycholo

Lyn Quirk

M.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy
Over 30 years as Health Club Manager, Fitness Professional, Teacher, Coach and Business manager in health, fitness and leisure industries. As business owner and former department head fo





Tutors

Meet some of the tutors that guide the students through this course.

Yvonne Sharpe

Over 30 years of experience in horticulture, education and management, Yvonne has travelled widely within and beyond Europe, and has worked in many areas of horticulture from garden centres to horticultural therapy. She has served on industry committees and been actively involved with amateur garden clubs for decades.

Tracey Jones

Tracey has over 20 years experience within the psychology and social work field, particularly working with people with learning disabilities. She is also qualified as a teacher and now teaches psychology and social work related subjects.

She is a book reviewer for the British Journal of Social Work. Tracey has also written a text book on Psychology and has had several short stories published.

Rajy Xavier

An Electrical Engineer with 12 years of experience in Engineering and Education. After completing masters in Telecommunication Engineering, she worked as an Assistant Professor in Electrical Engineering for 5 years. Then she has completed her masters in education with double major from Queensland University of Technology.

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