BRIEF OUTLINE OF EACH EDUCATIONAL LEARNING THEORIES

Learning theories are an organized set of principles explaining how individuals

acquire, retain, and recall knowledge. By studying and knowing the different
learning theories; we can better understand how learning occurs. The principles of
the theories can be used as guidelines to help select instructional tools, techniques
and strategies that promote learning.

Behaviorism is a view in which behavior can be explained by external factors and

behavioral conditioning can be used as a universal learning process. In
behaviorism, the ideas of positive and negative reinforcement are effective tools of
learning and behavior modification, as well as a punishment and reward system.

Behaviorism stem from the work of B. F. Skinner and the concept of operant
conditioning. Behaviorists believe that knowledge exist independently and outside
of people. They view the learner as blank slate who must be provided the
experience. Behaviorists believe that learning actually occurs when new behaviors
and changes in behaviors are acquired through associations between stimuli and
responses. Thus, association leads to a change in behavior.

Learning process

The learning process is based on objectively observable changes in behavior.

Behavior theorists defined learning simply as the acquisition of a new behavior or
change of behavior. The theory is that learning begins when a cue or stimulus from
the environment is presented and the learner reacts with the stimulus with some
type of response. Consequences that reinforce the desired behavior are arranged to
follow the desired behavior (study for a test and get a good grade). The new
behavioral pattern can be repeated as it becomes automatic. The change in
behavior of learner signifies that learning has occurred. Teachers use behaviorism
when they reward or punish student behaviors.

Examples and applications of behaviorist learning theory:

* Drill / rote work

* Repetitive practice

* Bonus points (providing an incentive to do more)

* Participation points (providing an incentive to participate)

* Verbal Reinforcement (saying ´good job´)

* Establishing Rules

Unfortunately, behaviorism instruction does not prepare for problem solving or

creative thinking. Learners do what they are told and do not take the initiative to
change or improve things. The learner is only prepared for recall of basic facts,
automatic responses or performing tasks.

-Iván Pavlov, B.F. Skinner, Edward Thorndike, and John B. Watson,

- E. C. Tolman (1886–1959), C. L. Hull (1884–52), and E. R. Guthrie (1886–

1959.)

2. Description of Cognitivism

Cognitivism is a learning theory that focuses on the processes involved in learning

rather than on the observed behavior. As opposed to Behaviorists, Cognitivists do not
require an outward exhibition of learning, but focus more on the internal processes
and connections that take place during learning. Cognitivism contends that “the black
box” of the mind should be opened and understood. The learner is viewed as an
information processor. Knowledge can be seen as schema or symbolic mental
constructions and learning is defined as change in a learner’s schemata. Some
important classroom principles from cognitive psychology include meaningful
learning, organization, and elaboration.

Cognitivism as a reaction against Behaviorism

Cognitivist theory developed as a reaction to Behaviorism. Cognitivists objected to
behaviorists because they felt that behaviorists thought learning was simply a
reaction to a stimulus and ignored the idea that thinking plays an important role.
One of the most famous criticisms addressed to Behaviorism was Chomsky’s
argument that language could not be acquired purely through conditioning, and
must be at least partly explained by the existence of some inner abilities.
Behaviorism for example falls short to explain how children can learn an infinite
number of utterances that they have never heard of.
The role of the learner
The learners according to cognitivists are active participants in the learning
process. They use various strategies to process and construct their personal
understanding of the content to which they are exposed. Students are not
considered anymore as recipients that teachers fill with knowledge, but as active
participants in the learning.

Example and applications of cognitive learning theory:

- Classifying and chunking information

- Linking concepts (associate new content with something known)
- Providing structures ( organizing your lecture in efficient and meaningful
way)
- Real world examples
- Discussions
- Problem solving
- Analogies
- Imagery/ providing
- Mnemonics

Notable cognitivists
A few of the cognitivists who have contributed to developing the cognitive theory are
the following:

 Jean Piaget
 Bloom
 Bruner
 Ausubel

3. Constructivism is the idea that people are responsible in creating their own
understanding of the world and using what they know based on previous
experiences in the process of linking new information to these experiences. People
use these experiences and new information to construct their own meaning.
The leaning process

Constructivist theorists believe that learning is a process where individual

construct new ideas or concepts based on prior knowledge and/ or experience.
Each of us generates our own mental models, which we use to make sense of our
experiences. We resolve conflicts between ideas and reflect on theoretical
explanations. Learning, therefore, is the process of adjusting our mental models to
accommodate our new experiences.

This theory is used to focus on preparing people to problem solve. Therefore, to be

successful, the learner needs a significant base of knowledge upon which to
interpret and create ideas. Additionally, with constructivism, outcomes are not
always predictable because learners are constructing their own knowledge. Thus,
constructivism does not work when the results always need to be consistent.

Examples and applications of constructivism:

- Case studies

- Research projects

- Problem based learning

- Brainstorming

- Collaborative learning/ group work

- Discovery learning

- Simulations

4. Humanism focuses on the individual as the subject and asserts that learning is a
natural process that helps a person reach self-actualization. Scenarios and role
modeling are important factors in humanistic learning, as are experiences,
exploring and observing others.

Key Concepts
Humanism, a paradigm that emerged in the 1960s, focuses on the human freedom,
dignity, and potential. A central assumption of humanism, according to Huitt
(2001), is that people act with intentionality and values [1]. This is in contrast to
the behaviorist notion of operant conditioning (which argues that all behavior is the
result of the application of consequences) and the cognitive psychologist belief that
the discovering knowledge or constructing meaning is central to learning.
Humanists also believe that it is necessary to study the person as a whole,
especially as an individual grows and develops over the lifespan. It follows that the
study of the self, motivation, and goals are areas of particular interest.
1. The humanistic theory of learning involves the concept of learning through
watching the behavior of others and what results from that behavior.
However, learning does not have to involve a behavior change. Learning
comes about as a result of observation (Barrett, 2006).

2. The teacher's role, according to the humanistic theory, is to be a role model.

The teacher is to model appropriate behavior and make an effort not to
replicate inappropriate behavior. A teacher is also expected to provide a
reason and motivation for each task, teach general learning skills, foster
group work, and if possible, give a choice of tasks to the students (Huitt,
2001).

3. The role of the student is to explore and observe. Students can use self-
evaluation techniques to monitor and observe their own behaviors and make
necessary changes. Students also need to take responsibility for their own
learning and keep their goals realistic.

4. If a teacher were to use a humanistic approach to teach a unit in

multiplication she would have the students work in collaborative groups.
There, students can closely observe the behavior of peers and evaluate their
own progress. A teacher could also let the students brainstorm and discuss
how they think they would best learn multiplication as a class (Huitt, 2001).

5. Humanistic Orientations to Learning Humanistic "theories" of learning tend

to be highly value-driven and hence more like prescriptions (about what
ought to happen) rather than descriptions (of what does happen).

6. They emphasize the "natural desire" of everyone to learn. Whether this

natural desire is to learn whatever it is you are teaching, however, is not
clear. • It follows from this, they maintain, that learners need to be
empowered and to have control over the learning process. • So the teacher
relinquishes a great deal of authority and becomes a facilitator.
 7. In short, the basic concern in this orientation is for the human potential for
growth.

Figures in Humanistic models of Learning Key Proponents of Humanism

• Abraham Maslow

• Carl Rogers

• Malcolm Knowles (adult education and andragogy)

Other Proponents: • David Kolb • Jack Mezirow • Paolo Freire

5. Connectivism created by George Siemens, is a relatively new learning theory,

developed and based upon the idea that people process information by forming
connections. This theory has developed with the digital and technology age,
adapting to advances in these arenas. This new theory suggests that people no
longer stop learning after formal education and continue to gain knowledge from
other avenues such as job skills, networking, experience and access to information
with new tools in technology.

Behaviorism, cognitivism, and constructivism are the three broad learning theories
most often utilized in the creation of instructional environments. These theories,
however, were developed in a time when learning was not impacted through
technology. Over the last twenty years, technology has reorganized how we live,
how we communicate, and how we learn. Learning needs and theories that
describe learning principles and processes should be reflective of underlying social
environments.
Connectivism is the integration of principles explored by chaos, network, and
complexity and self-organization theories. Learning is a process that occurs within
nebulous environments of shifting core elements – not entirely under the control of
the individual. Learning (defined as actionable knowledge) can reside outside of
ourselves (within an organization or a database), is focused on connecting
specialized information sets, and the connections that enable us to learn more are
more important than our current state of knowing.
Principles of connectivism:

 Learning and knowledge rests in diversity of opinions.

 Learning is a process of connecting specialized nodes or information sources.
 Learning may reside in non-human appliances.
 Capacity to know more is more critical than what is currently known
 Nurturing and maintaining connections is needed to facilitate continual
learning.
 Ability to see connections between fields, ideas, and concepts is a core skill.
 Currency (accurate, up-to-date knowledge) is the intent of all connectivist
learning activities.
 Decision-making is itself a learning process. Choosing what to learn and the
meaning of incoming information is seen through the lens of a shifting reality.
While there is a right answer now, it may be wrong tomorrow due to alterations
in the information climate affecting the decision

FINAL NOTE:

When deciding which strategies to use, it is important to consider:

- The level of knowledge of the learners.

- The thought processing demands and,
- The desired outcome (generation of new ideas or a single answer)