Meaningful learning refers to the act of higher order thinking and development through intellectual engagement that uses pattern recognition and concept association. It can include—but is not limited to—critical and creative thinking, inquiry, problem solving, critical discourse, and metacognitive skills. The concept and theory of meaningful learning is that learned information is completely understood and can now be used to make connections with other previously known knowledge aiding in further understanding. Since information is stored in a network of connections, it can be accessed from multiple starting points depending on the context of recall. Meaningful learning is often contrasted with rote learning, a method in which information is memorized sometimes without elements of understanding or relation to other objects or situations. A real-world example of a concept the learner has learned is an instance of meaningful learning. Utilization of meaningful learning may trigger further learning, as the relation of a concept to a real-world situation may be encouraging to the learner. It may encourage the learner to understand the information presented and will assist with active learning techniques to aid their understanding. Although it takes longer than rote memorization information, it is typically retained for a longer period of time.
Meaningful learning can incorporate many different techniques: concept map, collaboration, and hands-on tasks. Some techniques may be more helpful than others depending on the learner.
Nature of meaningful learning
There are many ways to understand and define meaningful learning; it incorporates many facets of cognition. Similar types of learning include active learning, deeper learning, and integrative learning.
Ausubel (1967:10) focused on meaningful learning as "a clearly articulated and precisely differentiated conscious experience that emerges when potentially meaningful signs, symbols, concepts, or propositions are related to and incorporated within a given individual's cognitive structure" ().
Shuell (1992) outlined the principles of the meaningful learning process: Active: The learner must cognitively engage with the presented information using an appropriate learning styles. Constructive: When information is incorporated into a cognitive structure, it is recreated as a new form showing the learners own understanding. Cumulative: New information builds upon old information rather than being replaced or stored independently. Self-regulated: Meaningful learning is an independent process. The learner must conduct and regulate their own learning process as well as make decisions on how to organize the mental model. Goal-Oriented: An outcome or expectation should be worked by the learner. Moreover, the goal must be devised individually.
Provided that these principles are followed, information becomes part of a hierarchically organized system in the mind. Within the system, the newly learned information is “anchored” and does not require constant revision to be retained. It is unknown for how long the information can be remembered; however, the duration of retention exceeds that of rote-learned information. Karpicke (2012) suggested that practicing retrieval rather than re-reading the information can strengthen the learner’s ability to recall the information in the future.
An individual can display an understanding of the material by paraphrasing, summarizing, answering related questions, and utilizing the material to perform a task.