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Applying learning theories and instructional design models for effective instruction

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Applying learning theories and instructional design models for effective instruction

Behaviorist, cognitive, constructivist, and social learning theories are all influential in the

field of education, and while there are similarities between them, there are also important

differences. Behaviorist learning theory, for instance, focuses on the stimulus-response

relationships that drive learning, with an emphasis on shaping behavior through reward and

punishment (Brown & Green, 2020). On the other hand, cognitive learning theory is concerned

with the mental processes that underlie learning, with a focus on information processing,

memory, and metacognition (Khalil & Elkhider, 2016). Constructivist learning theory posits that

learners actively construct their own understanding of new information and connect it to their

prior knowledge and experiences (Schwartz, 2018). Finally, social learning theory suggests that

learners acquire knowledge and skills by observing and imitating the behavior of others (Culatta,

n.d.-b).

While the theories differ in their fundamental tenets, they share some similarities. For

example, all four theories acknowledge the importance of feedback in the learning process, and

they recognize that learners bring their prior knowledge and experiences to new learning

situations. Additionally, all four theories stress the importance of context in shaping the learning

experience, although they conceptualize context in different ways.

One way these theories might influence the design of instruction is in the choice of

teaching strategies. Behaviorist theory would suggest the use of reinforcement schedules and

other forms of conditioning to shape student behavior. Cognitive theory would suggest the use of

strategies such as chunking, elaboration, and repetition to help learners process and remember

new information. Constructivist theory would encourage teachers to use techniques such as

scaffolding, inquiry-based learning, and group work to help students build their own
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understanding of new concepts. Social learning theory would suggest that modeling and

observational learning could be used to help students acquire new skills and behaviors.

An example of a behaviorist learning activity could be to offer a student a reward for

reading a chapter in a book, which would reinforce their behavior and encourage them to read

more. A cognitive learning activity might be to have students practice reciting a mnemonic

device for memorizing a list of key concepts, which would help them recall the information more

easily (Khalil & Elkhider, 2016). A constructivist learning activity could be to have students

engage in a project-based learning experience in which they research a topic and create a

presentation to share with the class, allowing them to construct their own understanding of the

topic (Schwartz, 2018). A social learning activity could involve having students observe a peer

model how to perform a task or skill, and then practice performing it themselves (Culatta, n.d.-

b).

Personally, I gravitate towards constructivist learning theory, as it resonates with my own

experience as a learner. I find that I learn best when I can connect new information to my prior

knowledge and experiences, and when I can engage in active, inquiry-based learning activities. I

appreciate that constructivist theory values the learner's own agency and autonomy, and

encourages a collaborative and student-centered approach to learning.

In conclusion, behaviorist, cognitive, constructivist, and social learning theories are all

influential in the field of education, and while they differ in their fundamental tenets, they share

some important similarities. Each theory offers insights into the learning process, and each can

be applied to the design of instruction in different ways, depending on the goals of the lesson and

the needs of the learners.

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References

Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting

fundamental principles with process and practice (4th ed.). Routledge.

Culatta, R. (n.d.-b). Conditions of learning (Robert Gagné). InstructionalDesign.org.

http://www.instructionaldesign.org/theories/conditions-learning.html

Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design

models for effective instruction. Advances in Physiology Education, 40(2), 147–156.

https://doi.org/10.1152/advan.00138.2015

Schwartz, K. (2018, May 16). What learning theories should inform educational practice? [Blog

post]. The Learning Scientists. https://www.learningscientists.org/blog/2018/5/16-1