{"id":4353,"date":"2021-03-24T18:22:13","date_gmt":"2021-03-24T18:22:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/?post_type=chapter&#038;p=4353"},"modified":"2024-05-01T18:28:07","modified_gmt":"2024-05-01T18:28:07","slug":"theories-of-learning","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/chapter\/theories-of-learning\/","title":{"raw":"Theories of Learning","rendered":"Theories of Learning"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul>\r\n \t<li>Describe different theories of learning<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Your Style of Learning<\/h2>\r\nMany educators consider discussing learning styles useful when they are working with students. Have you learned about your learning style in the past? Chances are if you went to school in the United States, you most likely discussed your style of learning. What are we talking about when we talk about learning styles? Let's start with what has traditionally been called the four sensory learning modalities:\r\n<ol>\r\n \t<li>visual (seeing)<\/li>\r\n \t<li>auditory (hearing)<\/li>\r\n \t<li>read\/write (textual preference)<\/li>\r\n \t<li>kinesthetic (experience)<\/li>\r\n<\/ol>\r\nThese models, sometimes abbreviated as VARK, can be a helpful\u00a0way of thinking about different learning\u00a0styles and preferences, but they are certainly not the last word on how people learn or prefer to learn. In fact, as we learn more about how we learn, we now have a growing body of research that tells us learning styles are not supported by empirical evidence. In other words, even if you identify as having a style of learning, research tells us that learning styles do not help us learn new material.\r\n<h3>What the Research Tells Us about Learning<\/h3>\r\nThere is research showing that when instructors adjust their teaching to account for learners\u2019 preferred learning styles, it does not impact learning. [footnote] Kirschner, P. A. \"Stop Propagating the Learning Styles Myth.\" <em>Computers &amp; Education<\/em>, 2017, vol. 106, pp. 166\u2013171.[\/footnote] This means that there is no such thing as a visual learner. While some people might have a preference to learn visually, anyone can learn visually, just as\u00a0anyone can learn auditorily or kinesthetically. In fact, if you learn about the same thing from many different sources explained in different ways, you will learn more than if you are only exposed to one single explanation or source.\u00a0It is important to note that some learners may have disabilities that impede learning in certain modes (blindness impairs visual learning; deafness impairs auditory learning), in which case learners can focus on other modes of learning.\r\n<h3>So What?<\/h3>\r\nLet's say you're reading this, and you feel very passionately that you learn best by reading or listening. You may feel like you learn best when you listen to a podcast or when you watch a video. Perhaps you remember what you learned when you write a summary. Maybe your best work is when you're engaging in a group activity.\r\n\r\nMaybe you are learning that learning styles are a myth for the first time. Now what?\u00a0You're actually in the perfect course since we're focusing on how we learn as students! Figuring out what works best for you as a learner is why you are taking this course. In college, you will discover that instructors teach\u00a0their course materials according to the method they think\u00a0will be most effective for all students. Is there a one-size-fits-all style of teaching and learning? No, so let's now turn our attention to other popular ways of thinking about learning.\r\n<h2>What Is Multimodal Learning?<\/h2>\r\nYou may encounter many references to learning styles in other classes, so it's helpful to know about these theories. It is also widely thought that when you apply more than one learning style, you are engaged in what's called <strong>multimodal learning<\/strong>. Given the research that we have uncovered about learning styles, we now know that this\u00a0isn't true. Why is this helpful to know? The multimodal\u00a0learning strategy is useful\u00a0not only for students\u00a0who prefer to combine different ways of learning but also for those who may not know what works best for them.\r\n<h2>Models of Strategic Learning<\/h2>\r\nThe word <em>strategic<\/em>\u00a0suggests the execution of a\u00a0carefully planned strategy with the intent of achieving a specific goal. The model of strategic learning, as outlined by Claire Weinstein, provides a comprehensive framework for developing appropriate strategies for learning given the unique conditions of each learner for any given learning experience.[footnote]Weinstein, C.E., D. Dierking, J.Husman, L. Roska, and L. Powdrill. \"Developmental education: Preparing successful college students. Monograph ser. #24.\"<em> The Impact of a Course in Strategic Learning on the Long-Term Retention of College Students<\/em>, edited by\u00a0Jeanne L. Higbee and\u00a0Patricia L. Dwinell. National Research Center for the First-Year Experience and Students in Transition, 1998, pp. 85\u201396.[\/footnote]\r\n\r\nThe model incorporates the learner\u2019s skill, will, academic environment, and self-regulation. Let's take a closer look at the definitions for these terms:\r\n<ul>\r\n \t<li><strong>Skill<\/strong>\u00a0refers to the learner\u2019s content knowledge, self-awareness of strengths and weaknesses, and ability to employ effective skills such as goal-setting, active listening and reading, and note-taking.<\/li>\r\n \t<li><strong>Will<\/strong>\u00a0refers to the learner\u2019s state of mind. This state includes motivation, how you feel\u00a0about learning (ranging from fear and anxiety to excitement and joy), beliefs about your abilities, and your level of commitment to personal goals.<\/li>\r\n \t<li><strong>Academic environment<\/strong>\u00a0encompasses factors that are external to the individual learner, but still impact the learning process. Examples include access to academic support resources, the requirements of particular classes or assignments, teacher expectations, and the social context in which the learner lives.<\/li>\r\n \t<li>Finally,\u00a0<strong>self-regulation<\/strong>\u00a0is how the learner recognizes and manages each of these factors. To be strategic about learning, you may exert self-control in the form of time-management, emotional control, seeking assistance, and\/or monitoring progress; a learner who does so is more likely to be successful than one who fails to self-regulate.<\/li>\r\n<\/ul>\r\nIn the strategic learning model, the learner is always at the center. Each learner is uniquely situated in terms of skill, will, and academic environment; it is also up to each learner to exercise self-regulation where possible to minimize or work around factors that interfere with learning and maximize those that support it.\r\n<div class=\"textbox exercises\">\r\n<h3>Emotional Intelligence<\/h3>\r\n<strong>Emotional intelligence<\/strong>\u00a0is an important element of self-regulation. It can be defined as the ability of individuals to recognize their own and other people\u2019s emotions, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and\/or adjust emotions to adapt to environments or achieve one\u2019s goal(s). Those with high levels of emotional intelligence are able to recognize and reflect on their own emotions and those of the people around them; they are also able to respond to those emotions in ways that minimize negative consequences and support the achievement of intended goals.\r\n\r\n<\/div>\r\n<h2>Successful Intelligence<\/h2>\r\nWhile the model of strategic learning focuses on the interaction between individual knowledge, abilities, and environment, other theories place greater emphasis on rounding out one\u2019s cognitive abilities to be able to approach and solve problems in different ways. In his theory of successful intelligence, for example, Robert Sternberg[footnote]Sternberg, R. J.\u00a0<em>Successful intelligence<\/em>. New York, Plume, 1997.[\/footnote]\u00a0proposes that to be successfully intelligent is to think well in three different ways:\u00a0analytically, creatively, and\u00a0practically.\r\n<ul>\r\n \t<li><strong style=\"font-size: 1em;\">Analytical thinking\u00a0<\/strong><span style=\"font-size: 1em;\">encompasses the ability to think abstractly and process information effectively. Analytical thinking emphasizes effectiveness in information processing.<\/span><\/li>\r\n \t<li><strong>Creative thinking\u00a0<\/strong>includes the ability to formulate new ideas and combine seemingly unrelated facts or information. It emphasizes the ability to invent new solutions.<\/li>\r\n \t<li><strong>Practical thinking <\/strong>is\u00a0the ability to adapt to changing environmental conditions to maximize one\u2019s strengths and compensate for one\u2019s weaknesses. It emphasizes intelligence in a practical sense.<\/li>\r\n<\/ul>\r\nSuccessful intelligence is most effective when it balances all three of its analytical, creative, and practical aspects. It is more important to know when and how to use these aspects of successful intelligence than just to have them. Successfully intelligent people don\u2019t just have abilities; they reflect on when and how to use these abilities effectively.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/61548c3a-2ada-4ea4-a81d-259f8b50432b\r\n\r\n<\/div>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>glosssary<\/h3>\r\n<strong>multimodal learning:<\/strong> the strategy of employing more than one learning approach, which can be helpful for students who do not have any set ideas about a single approach that works best for them\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Describe different theories of learning<\/li>\n<\/ul>\n<\/div>\n<h2>Your Style of Learning<\/h2>\n<p>Many educators consider discussing learning styles useful when they are working with students. Have you learned about your learning style in the past? Chances are if you went to school in the United States, you most likely discussed your style of learning. What are we talking about when we talk about learning styles? Let&#8217;s start with what has traditionally been called the four sensory learning modalities:<\/p>\n<ol>\n<li>visual (seeing)<\/li>\n<li>auditory (hearing)<\/li>\n<li>read\/write (textual preference)<\/li>\n<li>kinesthetic (experience)<\/li>\n<\/ol>\n<p>These models, sometimes abbreviated as VARK, can be a helpful\u00a0way of thinking about different learning\u00a0styles and preferences, but they are certainly not the last word on how people learn or prefer to learn. In fact, as we learn more about how we learn, we now have a growing body of research that tells us learning styles are not supported by empirical evidence. In other words, even if you identify as having a style of learning, research tells us that learning styles do not help us learn new material.<\/p>\n<h3>What the Research Tells Us about Learning<\/h3>\n<p>There is research showing that when instructors adjust their teaching to account for learners\u2019 preferred learning styles, it does not impact learning. <a class=\"footnote\" title=\"Kirschner, P. A. &quot;Stop Propagating the Learning Styles Myth.&quot; Computers &amp; Education, 2017, vol. 106, pp. 166\u2013171.\" id=\"return-footnote-4353-1\" href=\"#footnote-4353-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> This means that there is no such thing as a visual learner. While some people might have a preference to learn visually, anyone can learn visually, just as\u00a0anyone can learn auditorily or kinesthetically. In fact, if you learn about the same thing from many different sources explained in different ways, you will learn more than if you are only exposed to one single explanation or source.\u00a0It is important to note that some learners may have disabilities that impede learning in certain modes (blindness impairs visual learning; deafness impairs auditory learning), in which case learners can focus on other modes of learning.<\/p>\n<h3>So What?<\/h3>\n<p>Let&#8217;s say you&#8217;re reading this, and you feel very passionately that you learn best by reading or listening. You may feel like you learn best when you listen to a podcast or when you watch a video. Perhaps you remember what you learned when you write a summary. Maybe your best work is when you&#8217;re engaging in a group activity.<\/p>\n<p>Maybe you are learning that learning styles are a myth for the first time. Now what?\u00a0You&#8217;re actually in the perfect course since we&#8217;re focusing on how we learn as students! Figuring out what works best for you as a learner is why you are taking this course. In college, you will discover that instructors teach\u00a0their course materials according to the method they think\u00a0will be most effective for all students. Is there a one-size-fits-all style of teaching and learning? No, so let&#8217;s now turn our attention to other popular ways of thinking about learning.<\/p>\n<h2>What Is Multimodal Learning?<\/h2>\n<p>You may encounter many references to learning styles in other classes, so it&#8217;s helpful to know about these theories. It is also widely thought that when you apply more than one learning style, you are engaged in what&#8217;s called <strong>multimodal learning<\/strong>. Given the research that we have uncovered about learning styles, we now know that this\u00a0isn&#8217;t true. Why is this helpful to know? The multimodal\u00a0learning strategy is useful\u00a0not only for students\u00a0who prefer to combine different ways of learning but also for those who may not know what works best for them.<\/p>\n<h2>Models of Strategic Learning<\/h2>\n<p>The word <em>strategic<\/em>\u00a0suggests the execution of a\u00a0carefully planned strategy with the intent of achieving a specific goal. The model of strategic learning, as outlined by Claire Weinstein, provides a comprehensive framework for developing appropriate strategies for learning given the unique conditions of each learner for any given learning experience.<a class=\"footnote\" title=\"Weinstein, C.E., D. Dierking, J.Husman, L. Roska, and L. Powdrill. &quot;Developmental education: Preparing successful college students. Monograph ser. #24.&quot; The Impact of a Course in Strategic Learning on the Long-Term Retention of College Students, edited by\u00a0Jeanne L. Higbee and\u00a0Patricia L. Dwinell. National Research Center for the First-Year Experience and Students in Transition, 1998, pp. 85\u201396.\" id=\"return-footnote-4353-2\" href=\"#footnote-4353-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/p>\n<p>The model incorporates the learner\u2019s skill, will, academic environment, and self-regulation. Let&#8217;s take a closer look at the definitions for these terms:<\/p>\n<ul>\n<li><strong>Skill<\/strong>\u00a0refers to the learner\u2019s content knowledge, self-awareness of strengths and weaknesses, and ability to employ effective skills such as goal-setting, active listening and reading, and note-taking.<\/li>\n<li><strong>Will<\/strong>\u00a0refers to the learner\u2019s state of mind. This state includes motivation, how you feel\u00a0about learning (ranging from fear and anxiety to excitement and joy), beliefs about your abilities, and your level of commitment to personal goals.<\/li>\n<li><strong>Academic environment<\/strong>\u00a0encompasses factors that are external to the individual learner, but still impact the learning process. Examples include access to academic support resources, the requirements of particular classes or assignments, teacher expectations, and the social context in which the learner lives.<\/li>\n<li>Finally,\u00a0<strong>self-regulation<\/strong>\u00a0is how the learner recognizes and manages each of these factors. To be strategic about learning, you may exert self-control in the form of time-management, emotional control, seeking assistance, and\/or monitoring progress; a learner who does so is more likely to be successful than one who fails to self-regulate.<\/li>\n<\/ul>\n<p>In the strategic learning model, the learner is always at the center. Each learner is uniquely situated in terms of skill, will, and academic environment; it is also up to each learner to exercise self-regulation where possible to minimize or work around factors that interfere with learning and maximize those that support it.<\/p>\n<div class=\"textbox exercises\">\n<h3>Emotional Intelligence<\/h3>\n<p><strong>Emotional intelligence<\/strong>\u00a0is an important element of self-regulation. It can be defined as the ability of individuals to recognize their own and other people\u2019s emotions, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and\/or adjust emotions to adapt to environments or achieve one\u2019s goal(s). Those with high levels of emotional intelligence are able to recognize and reflect on their own emotions and those of the people around them; they are also able to respond to those emotions in ways that minimize negative consequences and support the achievement of intended goals.<\/p>\n<\/div>\n<h2>Successful Intelligence<\/h2>\n<p>While the model of strategic learning focuses on the interaction between individual knowledge, abilities, and environment, other theories place greater emphasis on rounding out one\u2019s cognitive abilities to be able to approach and solve problems in different ways. In his theory of successful intelligence, for example, Robert Sternberg<a class=\"footnote\" title=\"Sternberg, R. J.\u00a0Successful intelligence. New York, Plume, 1997.\" id=\"return-footnote-4353-3\" href=\"#footnote-4353-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a>\u00a0proposes that to be successfully intelligent is to think well in three different ways:\u00a0analytically, creatively, and\u00a0practically.<\/p>\n<ul>\n<li><strong style=\"font-size: 1em;\">Analytical thinking\u00a0<\/strong><span style=\"font-size: 1em;\">encompasses the ability to think abstractly and process information effectively. Analytical thinking emphasizes effectiveness in information processing.<\/span><\/li>\n<li><strong>Creative thinking\u00a0<\/strong>includes the ability to formulate new ideas and combine seemingly unrelated facts or information. It emphasizes the ability to invent new solutions.<\/li>\n<li><strong>Practical thinking <\/strong>is\u00a0the ability to adapt to changing environmental conditions to maximize one\u2019s strengths and compensate for one\u2019s weaknesses. It emphasizes intelligence in a practical sense.<\/li>\n<\/ul>\n<p>Successful intelligence is most effective when it balances all three of its analytical, creative, and practical aspects. It is more important to know when and how to use these aspects of successful intelligence than just to have them. Successfully intelligent people don\u2019t just have abilities; they reflect on when and how to use these abilities effectively.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_61548c3a-2ada-4ea4-a81d-259f8b50432b\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/61548c3a-2ada-4ea4-a81d-259f8b50432b?iframe_resize_id=assessment_practice_id_61548c3a-2ada-4ea4-a81d-259f8b50432b\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox learning-objectives\">\n<h3>glosssary<\/h3>\n<p><strong>multimodal learning:<\/strong> the strategy of employing more than one learning approach, which can be helpful for students who do not have any set ideas about a single approach that works best for them<\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-4353\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Theories of Learning. <strong>Authored by<\/strong>: Laura Lucas; Modified by Lumen Learning. <strong>Provided by<\/strong>: Austin Community College. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Emotional Intelligence. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/en.wikipedia.org\/wiki\/Emotional_intelligence\">https:\/\/en.wikipedia.org\/wiki\/Emotional_intelligence<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Three Aspects of Successful Intelligence. <strong>Authored by<\/strong>: Mary Frangie. <strong>Provided by<\/strong>: Critical and Creative Thinking Graduate Program, University of Massachusetts Boston. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/cct.wikispaces.umb.edu\/Three+Aspects+of+Successful+Intelligence\">http:\/\/cct.wikispaces.umb.edu\/Three+Aspects+of+Successful+Intelligence<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-4353-1\"> Kirschner, P. A. \"Stop Propagating the Learning Styles Myth.\" <em>Computers &amp; Education<\/em>, 2017, vol. 106, pp. 166\u2013171. <a href=\"#return-footnote-4353-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-4353-2\">Weinstein, C.E., D. Dierking, J.Husman, L. Roska, and L. Powdrill. \"Developmental education: Preparing successful college students. Monograph ser. #24.\"<em> The Impact of a Course in Strategic Learning on the Long-Term Retention of College Students<\/em>, edited by\u00a0Jeanne L. Higbee and\u00a0Patricia L. Dwinell. National Research Center for the First-Year Experience and Students in Transition, 1998, pp. 85\u201396. <a href=\"#return-footnote-4353-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-4353-3\">Sternberg, R. J.\u00a0<em>Successful intelligence<\/em>. New York, Plume, 1997. <a href=\"#return-footnote-4353-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":169554,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Theories of Learning\",\"author\":\"Laura Lucas; Modified by Lumen Learning\",\"organization\":\"Austin Community College\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Emotional Intelligence\",\"author\":\"\",\"organization\":\"\",\"url\":\"https:\/\/en.wikipedia.org\/wiki\/Emotional_intelligence\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Three Aspects of Successful Intelligence\",\"author\":\"Mary Frangie\",\"organization\":\"Critical and Creative Thinking Graduate Program, University of Massachusetts Boston\",\"url\":\"http:\/\/cct.wikispaces.umb.edu\/Three+Aspects+of+Successful+Intelligence\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"351f5a36-d56d-4051-83eb-34f056bf5fa5, bef541b6-6bac-41ba-a9c0-d037a21f6e09","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4353","chapter","type-chapter","status-publish","hentry"],"part":132,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/chapters\/4353","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/wp\/v2\/users\/169554"}],"version-history":[{"count":34,"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/chapters\/4353\/revisions"}],"predecessor-version":[{"id":7590,"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/chapters\/4353\/revisions\/7590"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/parts\/132"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/chapters\/4353\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/wp\/v2\/media?parent=4353"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/pressbooks\/v2\/chapter-type?post=4353"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/wp\/v2\/contributor?post=4353"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/wp-json\/wp\/v2\/license?post=4353"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}