Learning

Theories Matrix
Fowler 1

Source

Learning
Theory/Focus

Environment

Behavioral Learning
Theory
(Behavior Focus)

Multiple stimuli
to ensure that
behavior is
maintained.

Learners

Desired to be
Reactionaries

Heavy transfer of
information.

Can often be
heavy direct
instruction

Recipients of
blocks of data

Situated Learning
Theory
(Knowledge-
Environment
Construction Focused)
seen as an

instructional tool

More
individualistic
and meets
learner where
they are at

Schema Theory and

Cognitive Load
(Cognitive Focused)

Driscoll1

Receiver of
Viewed as very
information/data
important, yet
Cognitive Information

the environment
Processing Theory
Behavior
of the mental
(Cognitive Focused)
irrelevant.
faculties the most

important.

Gagnes Theory of
Instruction
(Cognitive Focused)

Similar to most
cognitive-focused
theories with a
heavy emphasis
on the instructor.

Information
receiver

Assessment

Founder/
Adherents

Summary
learning can be understood, explained, and predicted entirely on the basis of
observable events, namely, the behavior of the learner along with its environmental
antecedents and consequences.

Heavy emphasis on behavioral objectives and the importance of practice in instruction.

Like behavioral theory, information processing theory regards the environment as
playing an important role in learning. Where information processing theory differs from
behavioral theory, however, is in its assumption of internal processes within the learner
that explain learning.

Heavy emphasis in feedback and also various attributes of instruction and how they can
facilitate or impede information processing and, thereby learning.

Observable
behavior
changes

Skinner

Tested on
measurable
learning
objectives.

Atkinson and
Shriffin

Evaluation of
how much
data/information
has been
maintained.

Piaget and
Bartlett

According to schema theory, knowledge is represented in long-term memory as packets

of information called schemas. Schemas organize information in categories that are
related and systematic and predictable ways.

Less uniform

Kirshner and
Whitson/Wegner

Unlike behavioral and information processing theory, situated learning theory relies
more on social and cultural determinants of learning than it does on individual
psychology.

Robert M. Gagne

Combination of cognitive information processing theory and Gagnes own observations

of effective teachers in the classroom.

Three components:

a taxonomy of learning outcomes that defined the types of capabilities humans
can learn.
internal and external learning conditions associated with the acquisition of each
category of learning outcome; and
nine events of instruction that each facilitate a specific cognitive process during
learning.

Follows typical
cognitive-
focused
assessments
including a
rigorous
checklist of
learning
outcomes

1 Driscoll (2011). Psychological foundations of instructional design. In R. A. Reiser & J. V. Dempsey (Eds). Trends and Issues in Instructional Design and Technology (3rd ed.). Allyn & Bacon. Ch. 4

Learning Theories Matrix

Fowler 2

Richley, Klein, and Tracey2

Source

Learning
Theory/Focus

Environment

Learners

Assessment

Not only is
Flexible to
content analyzed
multiple learning
buy also the
styles
manner in which
it is taught.

Constructivism
(Knowledge-
Construction Focused)

Open to engage
in multiple
perspectives

Connectionism
(Behavior Focused)

An environment
open to the
possibility of trial
and error.

Classical
Conditioning
(Behavior Focused)

Strongly behavior
focused.

Strong
Positive/Negative
Reinforcement

Seen as quite
malleable

Social Cognitive
Theory
(Behavior/KnowledgeConstruction
Focused)

Strongly
influenced and
analyzed by the
learner

Strongly
involved in the
learning process

Experimenters.

Scientific
method-esque
completion of
successful trials
So behavior-
focused that one
may even
introduce
synthetic stimuli
to gain desired
behaviors
Whether or not
behavior and/or
cognitive
processes have
been adapted
from
environment

Founder/
Adherents

Dewey

Edward L.
Thorndike

Ivan Pavlov

Miller and
Dollard

Summary

The learner actively imposes organization and meaning on the surrounding

environment and constructs knowledge in the process.

These learning environments should
engage learners in activities authentic to the discipline in which they are
learning;
provide for collaboration and the opportunity to engage multiple perspectives on
what is being learned;
support learners in setting their own goals and regulating their own learning; and
encourage learners to reflect on what and how they are learning.

[L]earning as a trial and error process. One learns by making a response, receiving
reinforcements if it is correct, and thereby making a connection.

Centered around:
Reinforcement occurs when the probability of a responseis altered by a
stimulus provided by an experimenter.
Experimental extinction occurs when reinforcement is discontinued and the
conditioned stimulus is presented alone, without the unconditioned stimulus.
Generalization occurs when the eliciting properties of one stimulus are taken on my a
similar stimulus.
A basic assumption of social cognitive theory is that learners draw out information from
observing the behaviors of others, and then make decisions about which of these
behaviors to accept and perform.

Social cognitive theory includes four components: 1) the behavior model 2) the
consequences of the modeled behavior ) the learners internal processes and 4)
perceived self efficacy.

2 Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The Instructional Design Knowledge Base: Theory, Research, and Practice. Routledge. Ch. 4