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Running Head: E-Learning and Learning Theories 1

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E-Learning and Learning Theories

Heba Said

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Purdue University

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18Introduction:

19Olamilekan Stated The present 21stcentury science orientation and dictions give rise to much
20more acquisition and needed for E-learning desire. The purpose of this paper is to focus on E21learning and theories of learning and instruction. I will explore learning theories and how
22learning occurred. Also, I will explore which learning theories support e-learning and how that
23theory support e-learning. First, I will be discussing different learning theories and write
24literature review. Second, I will be discussing the definition of e-learning from different
25perspectives views. I will discuss e-learning in general as it include e-learning in K-12 education
26and higher education. Blended learning is also including in e-learning discussion. Also, I will
27include how instructional designer can create an effective e-learning activities with each theory
28support. Third, I will discuss the best theory that support learning through e-learning activities. I
29will explain why this theory give the best support to e-learning and how that can be apply.
30Finally, I will explain how theories support e-learning environment.
31Literature

Review:

32E-learning Definition:
33E-learning (or eLearning) is the use of electronic educational technology in learning and
34teaching. (Wikipedia)
35Olamilekan defined E-learning as the process of using computer equipment to teach research
36and lecture in the education sector and he concluded his definition as is to view the
37fundamental uses of computer to the enhancement of e-learning in the 21st century, science, and
38technology trend that have shape our world

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39According to McLaren (NCSA, 2000) defined e-learning as e-learning is the acquisition and use
40of knowledge distributed and facilitated primarily by electronic means (p, 47)
41Behaviorism theory:
42Driscoll stated In order to understand learning, one must look for change in behavior that
43occurred and determine what consequences of the behavior were responsible for the change. (p.
4435). Ertmer & Newby argued that both learner and environment influence learning Behaviorists
45assess the learners to determine at what point to begin instruction as well to determine which
46reinforcers are most effective for a particular student (p.48) McLaren stated that Behaviorist
47learning theory has great influences on e-learning. Individualized instruction, operant condition,
48feedback, a linear approach to instruction, and instructional prompts work well in the context of
49e-learning. E-learning relies on observable change in behavior. Performance and behavior
50objectives are used to describe learning outcomes. Positive and negative reinforcement are part
51of e-learning (p, 50-51)
52Situated Cognition theory:
53Driscoll stated the theory of situated cognition claims that every human thought is adapted to
54the environment. As what people perceive, how they conceive of their activity, and what they
55physically do develop together (p, 157) he also explain how situated cognition shift the focus to
56social cultural setting knowledge accrues through the lived practices of the people in a society.
57These practices are meaningful actions, actions that have relations of meaning to one another in
58terms of some cultural system (p, 158). Driscoll explained how learning happen from situated
59cognition perspective Learning is conceived as increasing participation in communities of
60practice (p, 159). Driscoll explained learning community as the social structure transforms

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61into one in which teacher and learners work collaboratively to achieve important goals. Learning
62community emphasize distributed expertise (p, 177)
63Constructivism theory:
64 Ertmer & Newby stated that constructivist theories have become the foundation for the
65majority of teaching methods that have taken hold in recent years (p. 67) Driscoll explained
66constructivist assumption about learning as knowledge is constructed by learners as they
67attempt to make sense of their experiences (p, 387) Driscoll coded quoted from Brown, 1989,
68learning is a continuous, life-long process resulting from acting in situations (p, 309). Driscoll
69explained and supported ownership of learning and learning from multiple modes of learning.
70Driscoll quoted the definition of reflexivity from Cunningham, 1992, as the ability of students
71to be aware of their own role in the knowledge construction process (p, 401). Driscoll quoted
72from Brown, 1989, collaboration enables insights and solutions to arise synergistically (p, 396)
73Also, he explained another function of collaboration is to provide a means for individuals to
74understand point of view other than their own (p, 397) Driscoll noted the advantage of
75collaborative learning and scaffolding learning problems and how it support students learning.
76Collaborative technologies are finding their way into instruction to support learning of students
77engaged in a learning task as members of a group (Driscoll, 404). Cooperstein & Kocevar78Weidinger explained that constructivist learning is guided by four principles. They conducted a
79research on applying a constructivist methods in library instruction classrooms. They stated that
80Active learning, as described by constructivist learning, moves from experiences to learning and
81not the other way around (p, 141) They called Constructivist learning Conductive Cooperstein
82& Kocevar-Weidinger explained Constructivist learning usually begins with a question, a case
83or a problem. In typical constructivist sections, as students work on a problem the instructor

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84intervenes only as required to guide students in the appropriate direction (p, 142) Ertmer &
85Newby argued that learner and environment are the main factors influence learning the specific
86interaction between those two variables that creates knowledge (p. 55).
87Cognitivist theories:
88Ertmer & Newby explained learning is equated with discrete change between states of
89knowledge rather than with changes in the probability of response. Cognitive theories focus on
90the conceptualization of students learning processes and address the issues of how information is
91received, organized, stored, and retrieved by the mind (p. 51)
92McLean explained how cognitive load theory applied in e-learning. Strategies to accomplish the
93increase in germane cognitive load might include: taking learning expertise into consideration,
94moving from simple to more complex task, chunking information, present information bit by bit,
95and building on prior knowledge (p, 51). Cognitivists believed that environment has big impact
96on learning.
97Motivation theory:
98Driscoll concluded Motivation according to Schunk (1990) refers to the process whereby goal99directed behavior is instigated and sustained (p. 309). Hodges quoted Moshinskie definition of
100motivation, The attention and effort required to complete a learning task and then apply the new
101material to the work (p. 1) Keller explained the ARCS models of motivation was developed in
102response to a desire to find more effective ways of understanding the major influences on the
103motivation to learn, and for systematic ways of identifying and solving problems with learning
104motivation (p, 2). Keller explained the four components of ARCS model which include

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105attention, relevance, confidence, and satisfaction. This model has big impact on motivation in
106learning.
107Application section:
108According to Bednar, Cunningham, Duffy, and Berry (1991) Effective design is possible only if
109the developer has a reflexive awareness of theoretical basic underlying the design (quoted from
110McLean, p, 51). All learning theories can support e-learning when we design an effective e111learning lessons. Behaviorist learning support e-learning as give individual instruction, operant
112condition, and feedback. Learning will occur as result of change in behavior or performance.
113Reinforcement either positive or negative has big impact on e-learning. Feedback is one of the
114tools that reinforce behavior for learners. Cognitivism are more focus on how brain developed
115and the process of information. Information can be held in the memory and we can retrieve
116information later to use it. Chunking is one way to help storing information in memory for later
117retrieve. Rehearsal and encoding are other ways to help store information. When we provide e118learning experiences, we should be aware of how memory work. We should design information
119in small chunks to be easy to deliver online and help learner to store them for later recall.
120Situated cognition support learners as community of practice. E-learning incorporate social
121interaction and each class being as small community. Learners are working collaboratively to
122learn and achieve their learning goals. Students are coming to class with different experiences
123and knowledge which help students learn from each other Social interaction. Scaffolding is an
124important factor in e-learning. When designing and e-learning lessons, teacher and advanced
125students can help students with low ability. Consturctivism theory is the best theory that support
126e-learning. The reason is constructivist support learners environment. Students lead their
127learning as it is a learners center rather than teachers centers. Teachers set long terms goals and

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128provide sets of problems for learners. Students explore the problems and collaborate with their
129peers to facilitate the learning process. Constructivist support learning from multiple perspective.
130E-learning provides different point of view which help learners make connection with their
131classmate. In e-learning students can connect from different places and have different culture.
132For one topic, students will explore it from different point of view which make learning more
133interesting and engaging. E-learning gives learners an ownership of their own learning. Students
134will engage in exploring and learning topics online using their own judgment. Learners will
135involve in determining what they need to learn and when they should learn. Also, they can check
136their satisfying level of learning. E-learning from constructivist perspective help learners to be
137aware of their learning process. The main issue with this theory is the only active learner is a
138successful learner. This explains how not active participant will not be learning successfully.
139Here we need to incorporate motivation to encourage learners to be active participant. The ARCS
140model by Keller (1987) is an amazing model to help in practicing motivation. Instructors can use
141graph, picture, and sound to take learners attention. Also, use a format that help learner maintain
142his attention to the end of the subject. Keeping instruction relevant to learner and help them
143understand why they this topic and what is the result of studying it. That mostly we see in
144objectives and goals of the program and courses. Also, learning activity should be created to help
145in developing and building confidence. Satisfaction is the last condition of ARCS models. E146learning provide survey asking students about their satisfaction about the courses. Other way is
147when learning goals are achieved and the learner is happy about knowledge he learn from that
148learning program.
149Conclusion:

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150All learning theories help and support e-learning as a new methods of learning. Instructional
151designer should consider all learning theory when planning, developing, implementing e-learning
152lessons. Constructivist theory is the best theory that support e-learning because it support learner
153to take the role of his learning (learner center). Behaviorism and cognitivism are supporting e154learning as well by encouraging social interaction. Motivation has impact on e-learning and help
155learner to be successful in learning and obtaining knowledge. I believe all learning can work
156together to support instructors to design, develop, and implement e-learning experiences.
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173References:
174Cooperstein, S. E & Kocevar-Weidinger, E (2004). Beyond active learning: A constructivist
175approach to learning. Emerald Group published V (32) N (2) pp. 141-148 retrieved on 2/12/2015
176from www.emeraldinsight.com/0090-7324.htm
177Driscoll, M. (2005) Psychology of learning for instruction. (3rd ed) Boston, MA. Pearson
178Education Inc.
179Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing
180critical features from an instructional design perspective. International Society for Performance
181Improvement Quarterly, 26 (2), 43-64.
182Ertmer, P. A. & Newby, T. J. (2013). Article update: Behaviorism, cognitivism, constructivism:
183Connecting Yesterdays Theories to todays context. International Society for Performance
184Improvement Quarterly, 26 (2), 65-71.
185Hodges, C. B. (2004). Deigning to motivate: Motivational techniques to incorporate in E186Learning experiences. The Journal of Interactive online learning. 2 (3), p 1-7 retrieved from
187www.ncolr.org
188Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal
189of Instructional Development, 10 (3), 2 - 10

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190McLean, A. C (2008) Designing effective E-learning: Guidelines for practitioners. Distance

191Learning; Information Age Publishing, Inc. 5 (2), p 47-57
192Olamilekan, A. E-Learning in the 21st century: Prospects and Challenges. Retrieved from
193academia.edu https://www.academia.edu/1875782/E194LEARNING_IN_THE_21ST_CENTURY_PROSPECTS_AND_CHALLENGES
195Retrieved from Wikipedia on 2/20/2015 http://en.wikipedia.org/wiki/E-learning