Summary of Learning Theories

Now that we have briefly discussed the different learning theories, let's summarize them.

Learning Theory

Traditional (Behaviorism)

Traditional (Cognitivism)

Constructivism/ Social Constructivism

Theorists

Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner

Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne

Dewey, Vygotsky Rort, Piaget, Bruner

Theories and Instructional Models

Pavlov's Classical Conditioning

Skinner's Operant Conditioning

Thorndike's Laws and Connectionism

Contract Learning

Individualized Instruction

Information Processing Model

Dual Coding Theory

Elaboration Theory

Schema Theory

Collins & Stevens Inquiry Teaching Model

Keller's ARCS Model of Motivation

Merrill's Component Display Model

Situated Cognition

Social-Cultural Learning

Case-Based Learning

Discovery Learning

Distributed Learning

Problem-Based Learning (PBL)

Assumptions about Knowledge and Learning

Knowledge is an objective reality to be obtained

Learning is a change in behavior and the goal of teaching is to produce behavioral change in desired direction

Emphasis is on the relationship between observable, measurable behaviors and environmental variables

Knowledge is an objective reality to be obtained

Learning is concerned with internal mental process (including insight, information processing, memory, perception) and results in information in an organized manner in the stored in memory

Knowledge is constructed through environmental interactions and it is embedded in the context in which it is used

Knowledge is collaboratively constructed and meaning is individually imposed

Locus of Learning

Stimuli in external environment

Internal cognitive structuring

Learning is in relationship between people and environment.

Educator's Role

Expert, knowledge source Arranges environment to elicit desired response

Is responsible to structures content of learning activities to assist learners in organizing information in an optimal manner for assimilation

Works to establish communities of practice in which conversation and participation can occur.

Facilitator

Guide

Collaborator

Learner

Passive, consumer of knowledge

According to behaviorism, the learner is a responder to environmental stimuli, a tabula rasa shaped by reinforcements

Active processor of information

Active, constructors of knowledge

Instruction and Assessment

Instruction and assessment is teacher-centered and criterion-based;

The purpose of instruction is to elicit the desired response based on a stimulus (e.g., automatically performing a specified procedure)

Knowledge obtainment, retention, and reproduction (recalling facts) is key.

Instruction and assessment is independent, contextual, and reflective

Instructions aims to assist learners in using strategies that result in changes in thinking

Instruction encourages

The goal of instruction is for learners to develop capacity and skills to learn better

Instruction and assessment is student -centered, collaborative, and customized to learners' prior knowledge.

Authentic assessments, portfolios, contextual, case-based projects, authentic tasks and dialogue are primarily instructional strategies.

Instruction is a process of supporting knowledge construction rather than communicating knowledge for the purpose of a product.

I highly recommend the online book entitled Theory and Practice in Online Learning edited by Terry Anderson & Fathi Elloumi. It's an excellent resource to explore even more about how these theories apply to distance education topics and is a valuable reference to have at your fingertips. You can download it at http://cde.athabascau.ca/online_book/index.html.

In addition to these classical theories, JiTT is another theory in which you may want to be familiar. If plan to work on instructional design projects with adults, then it is important that you research and understand adult learning theory.

 

©2010 By Michael and Amanda Szapkiw.