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Definitive Behaviorist Cognitive Constructivist Social Learning Connectivism Adult
Questions for Theory Theory Theory Theory Learning
Learning
Theories
How does Behaviorist Cognitive Constructivist Social & Connectivism Adult-based
learning occur? Learning Learning Learning Interactive Learning Learning
Learning
What factors Behavioral Cognitive Constructivist Social & Connectivism Adult Learning
influence Factors Factors Factors Interactive Factors Factors
learning? Learning Factors
What is the role Behaviorist Cognitive Constructivist Social & Connectivism Adult Learning
of memory? Memory Memory Memory Interactive Memory Memory
LearningMemory
How does Behaviorist Cognitive Constructivist Social & Connectivism Adult Learning
transfer occur? Transfer Transfer Transfer Interactive Transfer Transfer
Learning Transfer
What types of Behaviorist Types Cognitive Types Constructivist Social & Connectivism Adult-based
learning are best of Learning of Learning Types of Learning Interactive Types Types of Learning Types of
explained by this of Learning Learning
theory?
How is Behaviorist Cognitive Constructivist Social & Connectivism Adult Learning
technology used Technology Technology Technology Interactive Technology Technology
for learning in Learning
your industry? Technology
Behaviorist Learning
“Behaviorism equates learning with changes in either the form or frequency of observable
performance. Learning is accomplished when a proper response is demonstrated followingthe
presentation of a specific environmental stimulus” (Ertmer, & Newby,1993).
• Behaviorist learning occurs through conditioning—a stimulus-response method or rewards- punishment method.
This learning theory is further divided into two types of conditioning – classical and operant.
• Classical conditioning is a learning process that occurs through associations between an environmental stimulus and
a naturally occurring stimulus; for e.g. anxiety students can face before appearing for a test.
• Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. For e.g. a
student completing his homework on time and getting rewarded from a parent or teacher or employees finishing
and meeting their project deadline and getting praised or promoted for their work performance.
Behaviorist Factors
“Memory is typically not addressed by behaviorists. Forgetting is attributed to “nonuse” of a response over time”
(Ertmer, & Newby, 1993).
•When it comes to Behaviorism-Memory, behaviorist worry more about habits being formed and less about how
the habits are stored.
“Stimulus-response learning is the ability to learn to perform a particular behavior when a certain stimulusis
present”
(Cannon, 1999).
Emphasis should be given on producing observable and measurable outcomes in students, such as behavioral
objectives, task analysis, criterion-reference assessment.
Pre-assessing/learner analysis should be done to determine where instruction is required.
use of reinforcement to impact student performance, such as giving tangible rewards and informative feedback.
Use of cues, shaping and practice to ensure a strong stimulus-response association. Cues can be presented to
facilitate the learning needed to create the correct response – examples of the correct answer or way to do
something
Behaviorist Technology
•A blended e-learning course with technology to provide a virtual environment for employees to explore and become
familiar with the various applications used in the company. For e.g. a simulation-based game that provides a
“walkthrough” to new hires of the Human Resource (HR) department about the support services and everyday work
life of HR in an organization.
Constructivist Learning
“…”memory” is always under construction as a cumulative history of interactions…The emphasis is not on retrieving
intact knowledge structures, but on providing learners with the means to create novel and situation-specific
understandings by “assembling” prior knowledge form diverse sources appropriate to the problem at hand”
(Ertmer, & Newby, 1993).
The basic principles of constructivism suggest that learners are more apt to remember information if their
constructions are personally meaningful to them (Ormrod, Schunk & Gredler, 2009).
Constructivist Transfer
“The constructivist position assumes that transfer can be facilitated by involvement in authentic tasks anchored in
meaningful contexts” (Ertmer, & Newby, 1993).
The learner strives to acquire knowledge and through asking questions of their own knowledge, increases
knowledge
Assisted with group and individual projects that are not necessarily instructor led. Instructor’s role is to provide a
supportive environment, not to lecture and give students answers.
Constructivist Types of Learning
Active Learning: is a type of instruction that involves learners working in pairs/group work, discuss study material
while role-playing , debate, engage in case study or take part in cooperative learning.
Discovery Learning: is a type of inquiry-based instruction. This type of learning involves problem-solving situations
where the learner draws on his own experience and prior knowledge. Through this method of instruction students
interact with their environment by exploring and manipulating objects, wrestling with questions and controversies,
or performing experiments.
Knowledge Building (KB): is a type of learning that focuses on creating or modifying public knowledge. It involves
making a collective inquiry into a specific topic, and coming to a deeper understanding through interactive
questioning, dialogue, and continuing improvement of ideas.
Constructivist Technology
“People learn through observing others’ behaviors, attitudes, and outcomes of those behaviors” (Learning Theories
Knowledgebase, 2011).
Social constructivism emphasizes the importance of culture and context in understanding what occurs in society
and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997).
Community learning influences an individual’s learning and it could be a traditional classroom setting, virtual
classroom or work place training.
Vygotsky’s theory is a constructivist theory that emphasizes the social environment as a facilitator of development
and learning.
Social & Interactive Learning Factors
Vygotsky stresses the interaction of interpersonal (Social), cultural-historical, and individual factors as the keyto
human development (Tudge & Scrimsher, 2003).
Interactions between learners in the environments, e.g. apprenticeship or collaborations stimulate developmental
process and foster cognitive growth.
Cultural historical aspects of Vygostky’s theory mentions that learning and development cannot be dissociated
from their context. The way learners interact with the people, objects and institutions in it transforms their
thinking.
“…”memory” is always under construction as a cumulative history of interactions…The emphasis is not on retrieving
intact knowledge structures, but on providing learners with the means to create novel and situation-specific
understandings by “assembling” prior knowledge form diverse sources appropriate to the problem at hand”
(Ertmer, & Newby, 1993).
According to Albert Bandura Social Learning Theory suggests that people learn from one another, via observation,
imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning
theories because it encompasses attention, memory, and motivation.
Social & Interactive Learning Transfer
Transfer is evident in the ability of a learner to continuously apply concepts throughout a process. The role of the
learner is to participate in a system of practices that are themselves evolving (Cobb & Bowers, 1999). For example,
an outstanding student whose performance is noticed by the teacher and the teacher compliments and praises the
student (observer) for modeling such behavior thus reinforcing that behavior.
Many behaviors learnt from others also produce satisfying or reinforcing results. For example, a student in a
multimedia class could observe how an extra task done by a classmate turned out be an engaging and fun task. This
student in turn would do the same extra work and also receive enjoyment.
Social & Interactive Learning: Types of Learning
Remote-based training and web mentoring sessions are conducted by corporate organizations to train the trainers
(TTT) or employees.
Learning becomes a social process, especially when employees are engaged in social activities, though training
using social media such as Facebook, Twitter, MySpace and blogs.
Online streaming videos and sharing training and useful reference learning information through YouTube.
Connectivism Learning
Connectivism -
Is a process of connecting specialized nodes or
information sources.
Capacity to know more is much more critical than what is
already or currently known.
Nurturing and maintaining connections is needed to
facilitate continual learning.
Ability to see connections between fields, ideas, and
concepts is a core skill.
Connectivism Factors
“Memory plays a role through adaptive patterns, representative of current state, and exists innetworks” (Davis,
Edmunds, & Kelly-Bateman, 2008).
Memory is defined by connection of nodes- networking. The nodes, if they exist, are endlessly dissolving and
resolving, the connections are endlessly forming, and what is important is not the connection, the bridge or the
node, but the ways, contexts, conditions in which they form, coalesce, emerge or disappear or are constructed. That
is where the learning is.
Connectivism Transfer
“Complex learning, learning which has a rapid changing core and learning occurring from diverse knowledge sources”
(Davis, Edmunds, & Kelly-Bateman, 2008).
Advancements in technology has impacted and evolved the education system and how instruction should be
delivered. Today, our networks are explicit in tools like Facebook, Twitter, email, and LinkedIn. Most of these
services provide users the ability to analyze how they are connected to others.
Connectivism emphasized always on distribution and connectedness of knowledge and learning. Social networks
are one way of “being distributed”, while Technological and informational networks are another.
Connectivism Technology
The factors that influence adult learning are those that the
learner brings with them:
Life experience, including life altering events that affect
cognitive abilities
Work experience, including development of thinking patterns
based on this experience
Positive/negative previous adult learning experiences
Performance affecters, including cognitive abilities
Time between learning interactions
Aging factors (Conlan, Graboswski, & Smith, 2003).
Adult Learning Memory
Older adults can not effectively use the processes of attention, organization,
mediation, for instance the use of devices with visual/verbal images and verbal
expressions to link meaningful bits of information into integrated memorable
whole, and elaboration. This form is called processing deficit.
While older adults may fail to integrate seemingly trivial facts, they integrate
meaningful new knowledge with existing related knowledge, ensuring high
levels of recall. Activation of existing knowledge may help to moderate recall
deficits in older adults.
Adult Learning Transfer
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an
instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/
Orey, M. (2001). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved from http://projects.coe.uga.edu/epltt/
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/
Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New
York: Pearson.
Learning Theories Knowledgebase (2011, February). Social Learning Theory (Bandura) at Learning-Theories.com.
Retrieved from http://www.learning-theories.com/social-learning-theory-bandura.html
Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of
Instructional Technology & Distance Learning, Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm