 Hello, I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, Assistant Kanna Girls' Recollege, University of Allahabad, University of Allahabad. And after discussing all theories of learning almost, this time I am going to discuss factors influencing learning, okay? So, and the lecture will be in Bidingwell mode as usual. So, factors influencing learning means that we have discussed the concept of learning. And all the learning theories in your course, Thondike, Pavlov, Skinner, Levin, Tallman, Hull, Social Learning Theory, and Constructivism. All the learning theories I have discussed with you. But sometimes when we ask a long question, we ask a small question that what are the factors that influence learning? So, if you don't read it, then you won't be able to attempt the whole question. So, do you know what are the factors that influence us? So, a little thing, a general principle of learning that I had discussed with you, I have added that in the movie as well, that learning is a complex mix of intelligence motivation. What is learning? Well, if you are intelligent, then you will learn quickly. If you are motivated, then you will learn quickly. And psychological factors and even brain chemistry. Now, there is so much neuroscience. What is the part of your brain that governs the problem solving or takes it from intelligence? Now, a lot of this new medical science and neuroscience has been developed. So, there is a lot of information coming from there as well. What is the part that is important for a deficit? Is it responsible? So, all these things. So, learning is a very complex mixture. It is not an easy thing to tell you what you will learn from today. What are the things that influence more? What are the things that put more pressure on me? So, all these concepts of psychology are very difficult to understand and understand. Still, scientists keep on trying and researchers keep on trying to explain to us. So, some general principles and learning that you did not discuss in the concept of learning. So, what is that? First is the value of effective metacognition. Metacognition is an important concept in itself. And it is not easy to understand the concept. As I have already discussed in this video, you can listen to my old video. So, what is metacognition? What is a cognition about cognition? That is, thinking about your thinking power is metacognition. So, what is metacognition? So, value of effective metacognition. That is, if you think about it, you will pay attention to how you learn. If you think about it, you will be able to learn quickly. So, it is said that a cognition describes the knowledge and skills people have in monitoring and controlling their own learning and memory. We learn which things quickly, which things come to us quickly, how they come to us quickly. The knowledge and skill of monitoring or controlling our own learning and memory is metacognition. We can improve metacognition by paying attention to our successes and failures. We are saying that we can increase the power of our metacognition, improve it, improve it. If we pay attention to our successes and failures, we will know when we did good, when we failed, when we failed, where we made a mistake. So, if you can effectively metacognize, it means that you can be a better learner. Then, transfer, appropriate processing. We have already read the transfer of learning. And we know that learning has a transfer. So, if we get the transfer of appropriate learning, if we get the processing, if we get the situation, if we get the condition, then we will learn better. It states that memory is better when the test tabs the same type of knowledge as the original encoding activity. If we get the same activity, then we will do better. When thinking about how to learn material, we should always be thinking about the situations in which we are likely to need access to that material. So, this is the transfer, appropriate processing. And then there is the value of forgetting. See, this is very important, I felt very interesting. So, I felt that I should share with you that forgetting means forgetting. So, generally we feel that forgetting is very wrong. Because we forget, that's why we don't remember. I mean, all our memories are useless because we forget. But forgetting is also important for learning. How? It says that forgetting is sometimes seen as the enemy of learning. Often we consider it as enemy, we consider it as enemy. That we are not able to learn this, we forget. But forgetting is a highly desirable art of the learning process. But we forget this or we don't pay attention that forgetting is also a part of remembering. How? It says that we have all had the experience of retrieval failure. It happens a lot that we don't remember what we were taught. That is being unable to remember a piece of information that we know we have. We don't remember that which we know we know. And that we can access easily once the right set of cues is provided. But we can easily access that information if we get the right hint. For example, if we ask someone to give us an option or hint, we will tell them. We know, but we don't remember. So without forgetting, our minds would become cluttered with out of date and irrelevant information. So they are saying that how important is forgetting for learning? That if we don't forget anything and remember as much as we can, then our minds would be out of date and irrelevant information. And just imagine how complicated life would be if we are unable to forget the names of past acquaintances. And just imagine that if you don't forget anything, then there is a lot of evidence that some forgetting is a prerequisite for more learning. That is why forgetting is important. The out of date and irrelevant information is forgotten, that is why we can remember it. So this was a new thing. I liked sharing it with you. So these are the general principles of learning. Value of effective metacognition, Transfer appropriate processing, and the value of forgetting. Now let's come to the video for which I made this video. Factors influencing learning. If you don't go after studying, it is very easy. There is no technicality to understand it. But even then you will not be able to write it. If you ask yourself what are the characteristics that influence the environment. So do you know that learning is the function of the environment and learner? We have read this in Kurt Leven. Bandura told that the person and the environment affect the environment and behavior. So they are saying that the majority is the characteristics of the environment. Hence learning is influenced by both personal and environmental factors. Hence the majority is also influenced by the characteristics of the environment and the behavior. So that is how they have explained it. Learner-related factors or you can call it personal factors. Teacher-related factors also influence learning. Task-related factors as well as environment-related factors. So the last two factors in this are Task-related factors and environment-related factors. This is easy. You can understand it as a task-related factor. So the task-related factors are created for you. So you will learn well, quickly, or late. Similarly, environment-related factors. If the environment is supportive and collaborative, then there is no problem for you. So you will learn better. There are many points in this. But mainly, learning-related factors only impact learning. That is, the right thing to do is to respect it and do teacher-related factors as well. But not as much as we do, but the learner-related factors are the most important. That is, the person-related factors influence our learning the most. How? The first point can be maturation. For learning to take place, physical, intellectual, and socio-emotional maturation is essential. That is, we want to learn something. For that, our body, our body, our social and social, we must be mature. Today, in our ever-advancing society, we burden our students with too many things without giving credence to their level of maturation. And we often say, what do we do? Nowadays, everything is coming so quickly, the society is getting so advanced. So we generally fill our students with many things. That means, do this, do this, do this, and don't pay attention to whether they are mature or not. That means, when we have a particular level of maturity, we will be able to learn something that is essential for that level. Then, motivation. This is very important. Learning is most effective when there is intrinsic motivation. This has happened to you many times. Motivation is of two types, mainly. Intrinsic and extrinsic. Intrinsic motivation is something that makes us happy internally. So, the work you get from doing it makes you happy internally. No one will tell you for that work. You will be encouraged to do your work. And the second is extrinsic motivation, in which external factors influence you. For example, if you get a reward, if you get a trophy, if you get a reward, that is extrinsic motivation. So, they are saying that learning is of two types. And there has been a lot of debate on whether intrinsic is necessary or extrinsic is necessary. But both are necessary. And motivation is a very central feature of learning. If we are motivated to do something, then we will learn quickly. We will learn better. We will be greedy to learn. Okay. Then, psychological needs. Our mental and scientific needs are very closely related to our motivational pattern. Our psychological needs. These exist in the form of certain wants or desires that are unique to us. What can be a mental and scientific need? Like desire. We have to do something. We need something to be fulfilled. So, in this way, if you have psychological needs, then you will learn better. Because we will do effort to learn from it. Then, self-concept. Self-concepts here, such as self-esteem, self-worth, self-efficacy. So, we keep our thoughts about ourselves. As individuals grow and develop, they pick up ideas about themselves. As we grow up, we make some thoughts about ourselves. For example, what is our talent? What is our potential? What is our weakness? What is our strength? The network of ideas about oneself formulates what is known as our self-concept. And we gradually find out all these things about ourselves. It is very important in matters of learning. And learning is very important. Why? Because it influences individual differences in learners. Because it shows how two people are different from each other, how their learning orientation is different, their cognitive style is different, their self-learning strategies are different, which they use. And how self-concepts are made in young adults, from their self-image, self-esteem, it shows what work they will take more seriously in academics, in sports, in public speaking, in friendship. I would like to say that if we have a good concept about ourselves, if our self-concept is good, then we will learn better. We will learn better. We will keep trying to learn. Then how much do we want to learn the level of aspiration? What level have we set? This refers to the extent to which an individual wishes to strive to achieve. How far do we want to achieve? Mahatma Kansha tells us what we want to become. It emanates from the targets, goals and emissions that individuals construct for themselves. We have set goals for ourselves. If we keep our goals high, then we will make efforts for it. And if we do not have the level of aspiration of goals, then we will not learn. Then we will not have any desire to fulfill it. Similarly, goals can be short-term, long-term, and goals, motives, needs, aspirations, they are all connected with each other. It is the motive to achieve goals. We need to fulfill goals. This is our aspiration. It is not different. It all goes together. If we have set our goals, then we will learn. Then, interest. Ruchi. We all know that if we study, then we do not feel like it, but we are getting a movie, we are getting a favorite serial, if we are getting a match, then we will do it with Ruchi. We will also understand the importance of it. If we are interested in a particular area, then we are extremely motivated to do it. So, now its educational implication is that, if you find out the interest of a learner, then it will be easy to learn. Or if you want to teach a learner, then it will be easy to learn. Then study and work habits. We also do practical experiments in B.Ed. That it is a good study. Develop it in children. It will be good to learn. It will be good to learn quickly. It will be effective. It will be useful to teach. So, how to study? It is a proper organization of the material to be learned. You organize the material. Judiciously, time breaks between learning. They say, that you stop in between, study and work habits. Careful analysis and planning of the content to be learned. Make it time-table. We say to children, make it time-table. These are study habits. They are good habits. So, if you make it like this, then it will be easy to learn. It will be better to learn. Then it will be so learned that it is mature, motivated, what is the goal, short term goal, study habits, needs, psychological needs. These are all things. But if you do not say, you will have to delimit your answer. Similarly, teacher-related factor. What is the leadership style of the teacher? In the class, it is based on the path of the people. It is based on the path of the people. It is based on the path of the people. It is all about less is fair, less is fair. Children's wish comes to prison. They make assignments, so, it is found that the teachers which follow democratic leadership style learn a lot better than their students in their class. Then it is about freedom to communicate. It is about their freedom to communicate with that student. It is either tamag I'll say or whatever they want were were able to communicate with their students. What is the relationship like? Evaluative comments, that is, its feedback means that if the child has done well, how do you comment on it? Do you help him or approach him? He will also decide how the child will learn, how he will become a learner. Then expectations from students. What have you expected from your student? If we have not expected anything, then why will he learn? We should set a higher but realistic goal for the student. If you can do it here, you can do it, you can do it well, then if you have expectations from your student, then he will try to fulfill it. And presentation of learning material. That is, what you are going to teach them, how do you present them? How much can you say? How much, I mean, in a suruchi-like way, in an attractive way, how innovatively are you presenting that learning material in front of the student? Or how are you presenting it? For example, he will decide how the student will learn. Okay, so this is a general concept, there is no technicality, there is no big theory to explain it, but you should have this point in your mind. Otherwise, if we suddenly come to think in the exam, then we don't understand anything that what will influence learning. So there are learner-related factors, teacher-related factors, you can also elaborate on task-related factors, you can also elaborate on environmental-related factors, and you can make your answer good. And understand what learning is. Because the person is influencing all these things, that is why personal and environmental factors influence learning. Okay, so this is done. So in this way, finally, I have completed all the topics of your Unit 1 and learning and about learning. Okay, so all the learning theories and the factors influencing learning too. So thank you and don't forget to like and subscribe my channel and explore education. I have done from my side.