Learning Theories
Learning Theories
Adult Learning Theories Chart
Part 1: Theories of Instructional Design Chart
| Standard and learning objective: There are three types of learning objectives namely psychomotor, cognitive and useful. An example of a learning objective that is appropriate for use in higher education is executive functioning that encompasses issues such as proper decision making, planning and impulse control. Educational standards are what every student is supposed to know regarding different topics at each learning level. (Burnham, 2018).
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Behaviorist theory |
Constructivism theory |
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| Description of the Theory | This theory focuses on observable behavior and discounts any activity of the mind. It defines learning as the acquisition of new action based on environmental conditions. It excludes thoughts, mental occurrences as well as genetic factors (Nilsson et al., 2018) .I.e. things that cannot be studied objectively in observable terms. | This theory views learning as an active, constructive process. New information is linked to prior knowledge meaning mental representations are subjective(Nilsson et al., 2018). |
| Key Concepts of the Theory | It is sometimes called the S.R model since it is a product of stimulus conditions and response. Where S stands for the stimulus conditions and R stands for the response. It observes reactions and manipulates the environment to bring about the intended change. The SR model is a crucial concept in theory. Others include punishment notions, classical conditioning, and operant conditioning. Classical conditional accounts for how mechanical behavior may become associated with a new stimulus that does not naturally activate that behavior. Its features are extinction, spontaneous recovery, stimulus generalization, and systematic desensitization. Operant conditioning describes learning asa strengthening or weakening voluntary response depending on its positive or negative consequences. Its attempts to change its environment to produce a desirable outcome. Its features are shaping, chaining, stimulus discrimination, extinction, reinforcement and stimulus generalization (Aubrey &Riley, 2018). | The theory views learning as a constructive process since the learner can construct their own subjectively representations of objective reality. The key concepts in this theory are assimilation and accommodation.Assimilation occurs when an individual incorporates new experiences into the old causing the individual to develop a new outlook that ultimately alter their perceptions.Accommodation happens when an individual reframes the world and new skills into the mental capacity that is already present.This theory further argues that people form meanings based on their experiences after producing knowledge ( Aubrey & Riley,2018 ). |
| What is the role of the instructor? | The instructor provides the necessary stimulus material and promotes the correct response (Burnham,2018) | The instructor helps and encourages the students to engage in collaborative learning. The instructor also helps the students to build their knowledge and control the students during the learning process. He must be flexible to adapt to the learners’ needs.(Burnham, 2018 ) |
| What is the role of the student? | The student receives the information response until the behavioral change is permanent (Burnham, 2018). | The student should engage in and interact with the world around them, i.e. authorities, educational materials, and fellow students(Burnham, 2018). Through this, the learner can construct knowledge and meaning thus creating a cognitive framework for making sense of the new information. |
| CONTENT: WHAT
(What do you want students to know through the learning objective?)
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Traditional Setting: The objective is geared towards pushing the student to work through different problem and stimuli.It relies on creating, evaluating, and understanding, applying and remembering (Nilsson et al., 2018).
Distance-Learning Environment: The objective helps students to regulate themselves .self –efficacious students naturally can easily control themselves compared to those with low self-efficacy. |
Traditional Setting: The objective helps the students to regulate themselves and interact well with the environment around them (Nilsson et al., 2018).
Distance-Learning Environment: The objective helps to freely pursue their interestsby actively engaging themselves through the learning process (Nilsson et al., 2018). |
| CRITERIA: HOW
(How the students will demonstrate their knowledge use the particular theory)
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Traditional Setting: The instructor can apply the effect law where he engages the students in inquiry-based activities and relevant learning activities. Those students who actively take part in the process demonstrate their knowledge in theory.
Distance-Learning Environment: When the students give the correct answers that are desired by the instructor after an unwanted behavior has been extinguished (Aubrey &Riley, 2018). |
Traditional Setting: Students demonstrate their knowledge by actively engaging and interacting with the world around them. (Aubrey &Riley, 2018).
Distance-Learning Environment: The student demonstrates knowledge by being able to challenge themselves and forming new ideas through the learning process. |
| A recommendation for incorporating technology
(Technology recommendation based on the learning theory)
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Traditional Setting: The use of spreadsheets as well as word processing software can impact the academic behavior of the students.
Distance-Learning Environment:The introduction of interactive web-based practice programs can promote the success of the students through behaviorist techniques. |
Traditional Setting: The introduction of geometry in constructivism allows for a better understanding of the middle school curriculum.Through this, the student can quickly identify direction, orientation and also have a clearer perception of object relation.
Distance-Learning Environment: Incorporating technology and constructivism allows computers to generate both two and three-dimensional objects.Through this, the students can easily view screen and also move objects to the direction of their choice.
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References
Burnham, J. (2018). Creating reflexive relationships between practices of systemic supervision and theories of learning and education. In Mirrors and Reflections (pp. 49-78). Routledge.
Aubrey, K., & Riley, A. (2018). Understanding and using educational theories. SAGE Publications Limited.
Nilsson, P., Schindler, M., & Bakker, A. (2018). The Nature and Use of Theories in Statistics Education. In International Handbook of Research in Statistics Education (pp. 359-386). Springer, Cham.
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