My learning philosophy is deeply rooted in the belief that learning is a dynamic, continuous process entire of discoveries extending far beyond the classroom. Every day, in every experience, there is an opportunity to learn something new. Like Harapnuik (2018), I believe that learning should be an active process where students have the ability to choose, take ownership of their learning, express their voices, and engage in authentic experiences (COVA). For me, it’s not enough for students to simply receive information; they need to connect new knowledge with what they already know and, most importantly, find meaning in what they are learning. I believe the most meaningful learning occurs when students can apply what they’ve learned to their daily lives. That’s why I strive to ensure that my students’ learning is based on their interests. I know that when they are given the freedom to explore what truly excites them, learning comes to life. This is the heart of my innovative proposal to create an e-portfolio that allows my students to choose texts that interest them, create their own questions, and take control of their learning process.
Relationship Between Teaching and Learning
I believe teaching should be a process that motivates and supports students’ active learning. Harapnuik (2018) suggests that teaching should focus on developing meaningful learning environments where students have the opportunity to explore and deeply connect with the content. More than just being a simple transfer of information, effective teaching fosters curiosity, creativity, and critical reflection, allowing students to take control of their learning.
In this context, teaching should provide opportunities for students to explore topics of interest, ask meaningful questions, and collaborate with others to build knowledge.
This is precisely what my innovative ePortfolio proposal promotes, where students select texts that interest them, create their comprehension questions, and engage with their peers through feedback and interaction. This philosophy aligns with the ideas of Vygotsky (1978), who argues that learning is a social process through interaction with others and cultural mediation.
From the perspective of social constructivism, my teaching focuses on facilitating learning experiences where students interact with their peers and content in ways that promote collective understanding (Vygotsky, 1978). Additionally, as an advocate of humanism, I share Carl Rogers’ (1969) vision that learning should be student-centered and promote personal growth. This aligns with my “why” as an educator, which is centered on guiding students to discover their potential and become active and motivated learners. ePortfolios allow students to take ownership of their educational process, allowing them to explore their passions and develop their skills creatively and collaboratively.
Myself as a learner
As a teacher, I understand that I am responsible for being a lifelong learner, constantly seeking to grow and prepare myself to offer my students the best educational experience possible. I deeply value learning that challenges me to step out of my comfort zone. Before starting the Digital Learning program, I preferred a more structured approach with clear concepts and expectations. However, throughout this program, I have realized the importance of being an active participant in my learning process, which aligns with Piaget’s (1964) cognitive philosophy, emphasizing the need to build on prior knowledge.
My learning philosophy also aligns with cognitivism, as I recognize the importance of expanding on prior knowledge and developing metacognitive skills, as Bruner (1966) suggests. Effective learning happens when I can connect new information to what I already know, reflect on my understanding, and apply that knowledge to new situations. This idea of taking responsibility for my learning is also fundamental to my teaching practice. Rather than telling students exactly what they need to do, it is more effective to guide them in discovering their answers, fostering their autonomy and confidence.
Learning Philosophy and Teaching Philosophy
While both learning philosophy and teaching philosophy are closely related, they are distinct concepts. My learning philosophy focuses on how students acquire and process knowledge, while my teaching philosophy focuses on how I facilitate that process. The former is about the principles and methods that guide the process of acquiring knowledge, while the latter is more centered on the strategies I use to support that process.
As Harapnuik (2018) underlines, learning environments should encourage students to actively participate in their learning. My teaching philosophy is designed to foster these conditions, using ePortfolios as a key tool. In this context, my teaching is aligned with the creation of meaningful learning environments (Harapnuik, 2018) that encourage students to actively interact with content, thereby maximizing the potential for long-term retention and understanding.
Perspective on Learning Theories
Various theories influence my approach to learning. First, Carl Rogers’ (1969) humanism greatly influences my practice, as I promote student autonomy and their ability to make decisions about their learning. I believe that students are more motivated and engaged when they have control over their learning process.
At the same time, I also recognize the importance of Lev Vygotsky’s (1978) social constructivism, which argues that learning is a process that occurs through interaction with others. In my innovative ePortfolio proposal, this interaction is facilitated through peer feedback, where students not only create content but also actively participate in their peers’ learning. Finally, Piaget’s (1964) cognitivism also plays a fundamental role, as I believe that learning involves not only acquiring information but also developing cognitive skills such as analysis and synthesis.
Connection with Learning Theories
My learning philosophy is based on a combination of theories. Carl Rogers’ (1969) humanism provides the foundation for my focus on student-centered learning, where autonomy and intrinsic motivation are encouraged. By giving students the freedom to select their own texts and create their questions, I promote a sense of ownership over their learning process, as also suggested by Harapnuik (2018). This approach not only empowers students to take control of their education, but also makes learning more effective and engaging.
Lev Vygotsky’s (1978) social constructivism is critical to my approach, as it emphasizes the importance of social interaction in learning. In my innovative ePortfolio proposal, students collaborate with each other, providing feedback and building knowledge together. This creates a learning environment where students feel supported by their peers and can deepen their understanding through collaboration.
Jean Piaget’s (1964) cognitivism reinforces that learning should be structured to allow students to build on their prior knowledge and develop advanced cognitive skills. By designing activities that challenge students to apply what they have learned in new situations, I implement an approach that aligns with these theories.
Annotated Bibliography
Bruner, J. (1966). Toward a Theory of Instruction. Harvard University Press.
In this book, Jerome Bruner presents his theory on discovery-based learning. He emphasizes that students learn best when they are allowed to discover information independently and suggests that educational environments should be designed to support this process.
Faculty Focus. (2016). Student-Centered Learning: It Starts With the Teacher.
This article from Faculty Focus discusses how teachers can create student-centered environments that promote autonomy and active learning. The author argues that teachers must allow space for exploration, collaboration, and reflection to engage students in their learning deeply.
Harapnuik, D. (2018). COVA Learning Framework.
Harapnuik explains the COVA learning framework in this work, advocating for choice, ownership, voice, and authentic experiences in the learning process. This approach allows students to take control of their learning, connecting it with their interests and experiences, resulting in deeper and more meaningful learning.
Piaget, J. (1964). Development and Learning. Journal of Research in Science Teaching, 2(3), 176-186.
Jean Piaget discusses children’s cognitive development, arguing that students construct knowledge from prior experiences. He suggests that effective learning involves the active organization of information, which is crucial for developing advanced cognitive skills.
Rogers, C. (1969). Freedom to Learn: A View of What Education Might Become. Charles Merrill.
Carl Rogers promotes student-centered learning, emphasizing that authentic learning occurs when students have control over their educational process. Rogers also highlights the importance of autonomy and freedom in education, which allow for significant personal growth.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Lev Vygotsky explores how learning is a social process through interaction with others and cultural mediation. His theory of social constructivism highlights that students learn best in collaboration with peers and through the guidance of a mentor or teacher.
References
Bruner, J. (1966). Toward a Theory of Instruction. Harvard University Press.
Faculty Focus. (2016). Student-Centered Learning: It Starts With the Teacher. Retrieved from https://www.facultyfocus.com
Harapnuik, D. (2018). COVA Learning Framework. Retrieved from http://www.harapnuik.org
Piaget, J. (1964). Development and Learning. Journal of Research in Science Teaching, 2(3), 176-186.
Rogers, C. (1969). Freedom to Learn: A View of What Education Might Become. Charles Merrill.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.