ONLINE MODULE #3 Learning Theories

LEARNING THEORIES

CHAPTER 1: THREE LEARNING THEORIES

            Behaviourism is the reinforcement and repetition. Cognitivism is guiding problem solving and makes our cognitive to critical thinking and creative. Constructivism which is the each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.

CHAPTER 2: BEHAVIOURAL THEORY

            Behaviourist psychology is an attempt to model the study of human behaviour on the methods of the physical sciences, and therefore concentrates attention on those aspects of behaviour that are capable of direct observation and measurement. Nevertheless behaviourists have demonstrated in labs that it is possible to reinforce through reward or punishment the association between any particular stimulus or event and a particular behavioural response. 

CHAPTER 3: COGNITIVIST THEORY

            Humans have the ability for conscious thought, decision-making, emotions, and the ability to express ideas through social discourse, all of which may be highly significant for learning. Cognitivists therefore have focused on identifying mental processes – internal and conscious representations of the world – that they consider are essential for human learning. Cognitive approaches to learning, with a focus on comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making and creative thinking, seem to fit much better with higher education than behaviourism. 

CHAPTER 4: CONSTRUCTIVIST THEORY

Constructivism, on the other hand, is led by the ideas of Jean Piaget and his theories of the four childhood stages of development.  The theories of Constructivism are founded on the belief that “the child, at first directly assimilating the external environment to his own activity, later, in order to extend this assimilation, forms an increasing number of schemata which are both more mobile and better able to intercoordinate” (Piaget, 1955).  Led by Piaget’s theory, Constructivists that currently practice education believe more in learning by doing.  If a child is able to experiment for himself, the learning will be more profound.

THE MODELS OF LEARNING

THE SOCIAL FAMILY

Social interaction: This group of methods aims at building learning communities and purports to develop productive ways of interacting in a democratic setting. These models also emphasize that human learning occurs in social settings and through modeled behaviors and social exchanges. The Schaftel’s Role Playing Model is one of the more popular models in this group. Donald Oliver’s The Jurisprudence Model also exemplifies a form of social learning.

Examples:

·         Partners in learning

·         Group investigation

·         Role playing

·         Jurisprudential inquiry

THE INFORMATION PROCESSING FAMILY

Information processing: This is the largest grouping of approaches aimed at emphasizing ways of learning specific information and of acquiring and organizing data, solving problems, and developing concepts and language. As the categorical title obviously implies, models confined to this category deal with intellectual development, powers of reasoning and logic, aiding students in organizing and retaining information, and in enhancing their metacognitive functions.  Primary examples designate in this area of might be David Ausubel’s Advanced Organizers, or Jerome Bruner’s Concept Attainment models.

Example :

• Inductive thinking
• Mnemonics 
• Advanced organisers
• Scientific inquiry 
• Inquiry training
• Picture word inductive model

THE BEHAVIOURAL SYSTEM FAMILY

Behavioral: Behavioral techniques are amenable to highly structured outcomes that concentrate on observable objectives such as learning to read, physical skills, behavioral and emotional adaptations and restructuring. These models are highly structured with finite goals toward specific pre-determined ends. B. F. Skinner is one of the more well know developers of behavioral techniques like his Operant Conditioning.

Example :

• Simulation
• Social learning
• Direct instruction
• Mastery learning
• Learning self-control
• Training skills & concept development

THE PERSONAL FAMILY

Personal source (aka Personalist): This group of approaches acknowledges the uniqueness of each learner. Methods in this category foster the importance of individuals in creating, directing, and structuring personal meaning. Also models in this area are often targeted to foster things like self-esteem, self-efficacy, emotional and personal understanding and acceptance. Carl Roger’sNon-directive Teaching Model would be a good example for this group.

Example :

• Non-directive teaching/learning
• Enhancing self-learning
• Classroom meeting
• Synectics
• Awareness trainings