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.

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