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This document provides a summary of several prominent learning theories including behaviorism, cognitivism, constructivism, social learning theory, connectivism, and adult learning theory. For each theory, key questions are addressed such as how learning occurs, what factors influence learning, the role of memory, and how transfer of knowledge takes place. The theories are then compared in terms of their perspectives on these foundational aspects of the learning process.
This document provides a summary of several prominent learning theories including behaviorism, cognitivism, constructivism, social learning theory, connectivism, and adult learning theory. For each theory, key questions are addressed such as how learning occurs, what factors influence learning, the role of memory, and how transfer of knowledge takes place. The theories are then compared in terms of their perspectives on these foundational aspects of the learning process.
This document provides a summary of several prominent learning theories including behaviorism, cognitivism, constructivism, social learning theory, connectivism, and adult learning theory. For each theory, key questions are addressed such as how learning occurs, what factors influence learning, the role of memory, and how transfer of knowledge takes place. The theories are then compared in terms of their perspectives on these foundational aspects of the learning process.
Definitive Questions for Learning Theories Behaviorist Theory Cognitive Theory Constructivist Theory Social Learning Theory Connectivism Adult Learning How does learning occur? Behaviorism equates learning with changes in either the form or frequency of observable performance. Learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus. (rtmer! "##$% Blac& bo'! observable behavior main focus. ((avis! )**+% Learning is equated with discrete changes between states of &nowledge rather than with changes in the probability of response, Learning is concerned not so much with what learners do but with what they &now and how they come to acquire it (rtmer! "##$% -tructured! computational. ((avis! )**+% .onstructivism is a theory that equates learning with creating meaning from e'perience,cognitive psychologists thin& of the mind as a reference tool to the real world/ constructivists believe that the mind filters input from the real world to produce its own unique reality,the mind is believed to be the source of all meaning (rtmer! "##$% -ocial meaning created by each learner. ((avis! )**+% .ognitive change results from using cultural tools in social interactions and from internali0ing and mentally transforming these interactions,. Mediation is the &ey mechanism in development and learning1 Human development occurs through the cultural transmission of tools (language! symbols%. (2rmrod! )**#% -ocial constructivists view learning as a social process. 3t does not ta&e place only within an individual! nor is it a passive development of behaviors that are shaped by e'ternal forces (4c4ahon! "##5%. 4eaningful learning occurs when individuals are engaged in social activities. (6im! )**"% Learning and &nowledge rest in diversity of opinions. Learning is a process of connecting speciali0ed nodes or information sources. (istributed within a networ&! social! technologically enhanced! recogni0ing and interpreting patterns. ((avis! )**+% 'perience (including mista&es% provides the basis for learning... (.onlan! )**$% Learning Theories and Instruction 7hat factors influence learning? 8lthough both learner and environmental factors are considered important by behaviorists! environmental conditions receive the greatest emphasis. Behaviorists assess the learners to determine at what point to begin instruction as well as to determine which reinforcers are most effective for a particular student. 9he most critical factor/ however! is the arrangement of stimuli and consequences within the environment. (rtmer! "##$% :ature of reward! punishment! stimuli. ((avis! )**+% 9he cognitive approach focuses on the mental activities of the learner that lead up to a response and ac&nowledges the processes of mental planning! goal;setting! and organi0ational strategies ...9he real focus of the cognitive approach is on changing the learner by encouraging him<her to use appropriate learning strategies. (rtmer! "##$% 'isting schema! previous e'periences. ((avis! )**+% Both learner and environmental factors are critical to the constructivist! as it is the specific interaction between these two variables that creates &nowledge,situations actually co;produce &nowledge (along with cognition% through activity. (rtmer! "##$% ngagement! participation! social! cultural. ((avis! )**+% =ygots&y>s sociocultural theory emphasi0es ,the interaction between persons and their environments, -ocial interactions are critical/ &nowledge is co;constructed between two or more people (2rmrod! )**#% Historical developments inherited by the learner as a member of a particular culture. -ymbol systems! such as language! logic! and mathematical systems! are learned throughout the learner?s life. 9hese symbol systems dictate how and what is learned ,9he nature of the learner?s social interaction with &nowledgeable members of the society is important. 7ithout the social interaction with more &nowledgeable others! it is impossible to acquire social meaning of important symbol systems and learn how to use them. @oung children develop their thin&ing abilities by interacting with adults,-ocial constructivists see as crucial both the conte't in which learning occurs and the social conte'ts that learners bring to their learning environment. (6im! )**"% :urturing and maintaining connections is needed to facilitate continual learning. 8bility to see connections between fields! ideas! and concepts is a core s&ill. (iversity of :etwor&. ((avis! )**+% 8dults need to be involved in the planning and evaluation of their instruction
8dults are most interested in learning about subAects that have immediate relevance to their Aob or personal life 8dult learning is problem;centered rather than content; oriented. Life e'perience (including life altering events that affect cognitive abilities%! wor& e'perience (including development of thin&ing patterns based on this e'perience%! positive<negative previous adult learning e'periences! performance affectors! including cognitive abilities! time between learning interactions! aging factors. (.onlan! )**$% Learning Theories and Instruction 7hat is the role of memory? 4emory! as commonly defined by the layman! is not typically addressed by behaviorists. 8lthough the acquisition of Bhabits> is discussed! little attention is given as to how these habits are stored or recalled for future use. Corgetting is attributed to the Bnonuse> of a response over time. (rtmer! "##$% 4emory is hardwiring of repeated e'periences D where reward and punishment are most influential. ((avis! )**+% Learning results when information is stored in memory in an organi0ed! meaningful manner, Corgetting is the inability to retrieve information from memory because of interference! memory loss! or missing or inadequate cues needed to access informationE. (rtmer! "##$% ncoding! storage! retrieval. ((avis! )**+% 9he goal of instruction is not to ensure that individuals &now particular facts but rather that they elaborate on and interpret information Fnderstanding is developed through continued! situational use,a concept will continue to evolve with each new use as new situations! negotiations and activities recast it in different! more densely te'tured form,>memory> is always under construction as a cumulative history of interactions. (rtmer! "##$% Grior &nowledge remi'ed to current conte't. ((avis! )**+% >8ll human psychological processes,are mediated by such psychological tools as language! signs! and symbols... 8fter children internali0e these tools they function as mediators of , more advanced psychological processes> (2rmrod! )**#% 3 honestly don>t &now. 8daptive patterns! representative of current state! e'isting in networ&s. ((avis! )**+% 8gain! 3>m not convinced 3 understand the role of memory in this learning theory. 8lthough not addressed directly in any of the material presented in this course! first hand e'perience allows me to posit the role of memory in the adult learner is primarily related to appropriate purging of obsolete and<or unnecessary material in order to accommodate new information. 8s memory stores fill up! self;directed cognitive processes are required to preserve the retention of important material. =ast stores of memori0ed information support more efficient learning since much fundamental &nowledge is already stored and organi0ed. Learning Theories and Instruction How does transfer occur? 9ransfer refers to the application of learned &nowledge in new ways or situations! as well as to how prior learning affects new learning. 3n behavioral learning theories! transfer is a result of generali0ation. -ituations involving identical or similar features allows behaviors to transfer across common elements. (rtmer! "##$% -timulus! response. ((avis! )**+% ,transfer is a function of how information is stored in memory , 7hen a learner understands how to apply &nowledge in different conte'ts! then transfer has occurred. (rtmer! "##$% (uplicating &nowledge constructs of B&nower>. ((avis! )**+% 9he constructivist position assumes that transfer can be facilitated by involvement in authentic tas&s anchored in meaningful conte'ts, constructivist view is that learning always ta&es place in a conte't and that the conte't forms an ine'orable lin& with the &nowledge embedded in it,3f learning is deconte'tuali0ed there is little hope for transfer to occur,the ultimate measure of learning is based on how effective the learner>s &nowledge structure is in facilitating thin&ing and performing in the system in which the tools are used, (rtmer! "##$% -ociali0ation ((avis! )**+% 6im offers one e'planation for how transfer occurs in a sociocultural environment1 3ntersubAectivity is a shared understanding among individuals whose interaction is based on common interests and assumptions that form the ground for their communication , 3ntersubAectivity not only provides the grounds for communication but also supports people to e'tend their understanding of new information and activities among the group members... 6nowledge is derived from interactions between people and their environments and resides within cultures,9he construction of &nowledge is also influenced by the intersubAectivity formed by cultural and historical factors of the community,7hen the members of the community are aware of their intersubAective meanings! it is easier for them to understand new information and activities that arise in the community. (6im! )**"% .onnecting to (adding nodes%. ((avis! )**+% 3mmediate application of newly acquired &nowledge. (.onlan! )**$% Learning Theories and Instruction 7hat types of learning are best e'plained by this theory? Behaviorists attempt to prescribe strategies that are most useful for building and strengthening stimulus; response associations , including the use of instructional cues! practice and reinforcement. (rtmer! "##$% 9as& based learning. ((avis! )**+% ,cognitive theories are usually considered more appropriate for e'plaining comple' forms of learning (reasoning! problem; solving! information; processing,% (rtmer! "##$% Heasoning! clear obAectives! problem solving. ((avis! )**+% .onstructivists argue that constructivist learning environments are most effective for the stage of advanced &nowledge acquisition! where initial misconceptions and biases acquired during the introductory stage can be discovered! negotiated! and if necessary! modified and<or removed. Curther! constructivists suggest a transition to constructivist approaches as learners acquire more &nowledge which provides them with the conceptual power needed to deal with comple' and ill; structured problems. (rtmer! "##$% -ocial! vague (ill defined%. ((avis! )**+% Language acquisition! speech! and verbali0ation to name the most obvious. .omple' learning! rapid changing core! diverse &nowledge sources. ((avis! )**+% Groblem;centered (.onlan! )**$% How is technology used for learning in your industry? 9echnology is used for learning through the use of computer based training (.B9% which provide for practice! allowing for repeated attempts to complete! with feedbac& based on learner response. .g. .B9 for teaching users how to &ey<enter an order into an order fulfillment system. :ot necessarily in my industry but an e'ample of technology being used for learning would be the use of computer based trainings (.B9% which provide standardi0ed test preparation (49L! for e'ample%. 9echnology is used for learning through the use of .B9 and simulators for teaching computer programming languages! operating systems! proAect management strategies and other comple' material related to computer systems. :ot necessarily in my industry but an e'ample of technology being used for learning would be the BHecord;a;Boo&> applications that allow Irandma to record herself reading a children>s boo& (the recording is done directly into a the boo&%. 9he child then hears Irandma>s voice reading along as they Bread> the boo& for themselves. 9his supports the socialcultural influence on acquiring language s&ills. 3nstant messaging! -ocial :etwor&ing! Blogs! 3ntranets! 7i&is! 4obiles! .loud .omputing and =ideo .onferencing bring distributed wor&forces together for sharing of information! &nowledge transfer! etc. 9echnology is used for learning through the use of semantic training materials which provide training on how to utili0e e'isting applications (such as 'cel% for different purposes. Learning 'cel is not the obAective of these courses! the obAective is to learn when to use 'cel (as opposed to a more comprehensive database application%. Learning Theories and Instruction Heferences1 Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In . !"ey (Ed.), Emerging perspectives on learning, teaching, and technology. #et"ieved $"om %tt&'((&"o)ects.coe.u*a.edu(e<t(inde+.&%&,title-Connectivism rtmer! G. 8.! J :ewby! 9. K. ("##$%. Behaviorism! cognitivism! constructivism1 .omparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(L%! M*D5". Conlan, .., /"a0o1s2i, 3., & 3mit%, K. (2004). 5dult lea"nin*. In . !"ey (Ed.), Emerging perspectives on learning, teaching, and technology. #et"ieved $"om %tt&'((&"o)ects.coe.u*a.edu(e<t(inde+.&%&,title-5dult67ea"nin* 8oley, /. (Ed.). (2009). Dimensions of adult learning: Adult education and training in a global era. c/"a1-:ill Education. 6im! B. ()**"%. -ocial constructivism. 3n 4. 2rey (d.%! Emerging perspectives on learning, teaching, and technology. Hetrieved from http1<<proAects.coe.uga.edu<epltt<inde'.php?titleN-ocialO.onstructivism 2rmrod! K.! -chun&! (.! J Iredler! 4. ()**#%. Learning theories and instruction (Laureate custom edition%. :ew @or&1 Gearson
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