Tell me and I forget, teach me and I may remember, involve me and I learn - Benjamin Franklin Learning TheoriesThere are numerous theories of learning that have developed over hundreds of years. It is possible to broadly categorise these theories into four distinct fields; Behaviorism, Cognitivism, Constructivism and Social Constructivism. Rather than considering any of these approaches as a definitive learning theory model, it is more useful to see them collectively as tools or techniques that may inform teaching and learning. Some of the vast number of learning theories and theorists are captured in the Wordle below .
BehaviourismBehaviourism is based on the concept of stimulus and response, known as classical conditioning (Pavlov, 1920). Initial exponents of the theory believed that learning could be achieved through conditioning (Watson, 1924). The theory was developed further by Skinner (1938) who emphasised the importance of reinforcement through punishment and reward (consequences), known as operant conditioning.
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Cognitivism
Cognitivism is based on mental processes and how they work, such as thinking, memory and knowing. The learner is considered as an information processor. Knowledge is seen as a schema or mental construct and learning is considered to have been achieved when this schema has changed. The structure and sequencing of information is seen as important for attaining learning goals (Reigeluth's Elaboration Theory, Reigeluth, 1999). Cognitivists are often critical of behaviourism as they point to how it ignores many important aspects of what it means to be a human being.
The study of memory processes are fundamental to cognitivist theory. Techniques for improving memory focus on repetition, meaning, organisation and order of information. I incorporate many of these in my own approach to studying. When revising for an exam, I will often take the approach that I would if I was teaching a subject and create slides which organise and structure information into an order. I will include examples relating to a concept which are meaningful to myself. As a strong visual learner, I will also often use an image or a graphic to complement a heading or text, and use this as a memory cue (see figure below).
Experiential Learning
The experiential theory of learning proposed by David Kolb (1984) suggests that it is a combination of experiences, emotions and environmental factors that influences the learning process. According to Kolb, it is new experiences that drive the development of new concepts, “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38).
Constructivism
Constructivism sees learning as an active process in which the learner synthesises new information with existing knowledge and experience in order to 'construct' their own meaning (Jordan, Carlile & Stack, 2008). The role of the teacher is to be less prescriptive and more supportive, encouraging learners to challenge new concepts and the freedom to come to conclusions.
Main features:
Key Principles:
Main features:
- Learners derive meaning individually rather than having it delivered
- People bring their own experiences to bear when considering new information or learning
- People have different learning styles and these affect how they create meaning in their learning
- The tutor is much more of a facilitator rather than an instructor and guides the learning activities
- Interaction and collaboration between tutors and learners
- The learner takes ownership for their learning so not everybody learns the same thing
Key Principles:
- Problems should be real-life and meaningful to the learner
- Learning is active
- Event is interactive, collaborative and communicative
- Content/problems should be relevant
- Learners must be able to draw on their own prior knowledge
- Learners must take ownership, reflecting on and analysing
- The tutor is a facilitator, not instructor
- The instructor must provide feedback
- There is no right answer
- Learning events are timed to link with real-life
- The instructor ensures learners have the necessary resources for job
Social Constructivism
Social constructivism has its origins in Russian psychologist Vygotsky's social development theory (Vygotsky, 1978). He believed that, without communication, there can be no thought (and therefore learning). He studied the relationship between actual development, how much a child can achieve independently, and learning. He concluded that there is a Zone of Proximal Development (ZPD, see graphic below) which he defines as "it is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). Therefore, interaction with tutors or peers is essential to learning.
The Youtube video below is interesting as it not only explores the movement away from the teacher-centred classroom to one which accommodates peer-to-peer learning, but also how this can be facilitated in an e-learning context. This leads neatly into the objectives of the Supporting Virtual Communities module which I have selected as an elective on the MSc programme.
REFERENCES
Cognitivism. (2015) Retrieved January 31st from http://www.learning-theories.com/cognitivism.html
Jordan, A., Carlile, O., & Stack, A. (2008) Approaches to Learning: A Guide for Teachers. Milton Keynes: OU Press/McGraw Hill.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Pavlov, J. R. R., (1920) Conditioned Emotional Reactions. Journal of Experimental Psychology, pp. 1-14.
Reigeluth, C.M. (Ed.) (1999). Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Assoc.
Skinner, B. F., (1938) The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press
Watson, J. B. (1924) Behaviorism. New York: People's Institute Publishing Company.
Jordan, A., Carlile, O., & Stack, A. (2008) Approaches to Learning: A Guide for Teachers. Milton Keynes: OU Press/McGraw Hill.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Pavlov, J. R. R., (1920) Conditioned Emotional Reactions. Journal of Experimental Psychology, pp. 1-14.
Reigeluth, C.M. (Ed.) (1999). Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Assoc.
Skinner, B. F., (1938) The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: Harvard University Press
Watson, J. B. (1924) Behaviorism. New York: People's Institute Publishing Company.