Comparing Learning Theories
Read below for individual learning theory summaries
BEHAVIORISM
"Thus, the point of education is to present the student with the appropriate repertoire of behavioral responses to specific stimuli and to reinforce those responses through an effective reinforcement schedule ." B.F. Skinner (161: 1976)
Behaviorism is a learning theory that is focused on creating observable, measurable behaviors in response to a stimulus. Behavior is learned through a person's environment and is shaped through positive or negative reinforcement.
KEYWORDS : stimulus-response, reinforcement, consequences, incentives, punishments, passive receiver, objective and observable behavior vs. subjective internal thoughts.
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CONSTRUCTIVISM
"Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)." Lev Vygotsky (1978: 57)
Constructivism is a learning theory that affirms that learning and knowledge are constructed by the individual. Learners are actively engaged in the learning process and they are motivated by intrinsic factors.
KEYWORDS: active learning, learner's background/experience, social, collaboration, student-centered objectives, intrinsic motivation, scaffolding, Zone of Proximal Development
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COGNITIVISM
"To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. Knowing is a process not a product. " Jerome Bruner (1966: 72)
COGNITIVISM is a learning theory that focuses on how the mind gets, processes, and stores information. Information comes in as an input, the mind processes that information, and then it is stored until it is needed to be referenced later. Learning is a very structured and orderly process, and learners are active participants in the learning process. Teachers can utilize this approach effectively by structuring lessons in an orderly fashion, and by chunking content into small units.
SOCIAL COGNITIVISM, also known as Social Learning Theory, asserts that a person learns both internally and by observing others (models) within social contexts and imitation. One teaching application is to include opportunities for social collaboration, mentoring, and practical demonstrations.
COGNITIVE LOAD declares that a learner's brain processes incoming information through their immediate environment in their sensory memory, which moves to working memory, and finally to long-term memory. The brain can only hold and process a finite amount of information in the working memory at one time. Therefore, it is imperative to design learning experiences that focus on the main points, eliminate extraneous distractions/activities, and chunk content into bite-sized units.
KEYWORDS: structured/orderly learning, active learning, chunking content, sensory memory, working memory, long-term memory, learning network
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CONNECTIVISM
"Knowledge is a networked product. In a networked world, learning is a network-forming process." George Siemens, (2014)
CONNECTIVISM is a learning theory that asserts that knowledge is out in the world, outside the learner, and so the learner must make connections between informational inputs to create knowledge. These connections form a learning network.
KEYWORDS: structured/orderly learning, active learning, chunking content, sensory memory, working memory, long-term memory, learning network
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ANDRAGOGY
Self-directed learning is a process "in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes." Malcolm Knowles (1975: 18).
Andragogy is a learning theory focused specifically on how ADULTS learn. Developed by Malcolm Knowles, the following five assumptions are made about adult learners:
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Self-Concept: Learners are self-directed and independent and want to be in control of their own learning.
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Past Experience: Learners bring their history and experiences with them and can be drawn on as learning resources.
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Readiness to Learn: Learners want learning to have immediate value. Knowledge must be relevant to their daily lives.
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Orientation to Learning: Learners want their learning to be applicable and focus on solving problems.
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Motivation to Learn: Learners are driven by internal, intrinsic motives.
KEYWORDS: motivation, experience, autonomous, independent, task-oriented activities, problem-solving, "what's in it for me?", relevance, applicable
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CITATIONS:
Bruner, J. S. (1966) Toward a Theory of Instruction, Cambridge, Mass.: Belkapp Press.
Knowles, M. S. (1975) Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Cambridge.
Siemens, G. (2014, January 21). Supporting and advancing learning and teaching [Video file]. Retrieved
from https://www.youtube.com/watch?v=yx5VHpaW8sQ
Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.