Download Table of Definitive Questions for Learning Theories

Learning Theories and Instruction by Keithia Magby
Learning Theory Matrix
Definitive
Questions for
Learning
Theories
How does
learning occur?
Behaviorist
Theory
Cognitive
Theory
Constructivist
Theory
Social
Learning
Theory
Connectivism
Adult
Learning
Learning occurs through
conditioning; or negative and
positive reinforcement that
shapes or changes behaviors.
Learning occurs through
schema or building blocks
or 2“units”of knowledge
from environmental factors
that help create meaning of
the world around us.
Vygotsky’s ideas on cognition
are the basis of learning, but
together with influencing
environmental factors and
experiences, learners
“construct” or create their own
understanding of the
information coming in and
being processed. This is instead
of the idea that learners receive
direct instruction for needed
information. Here, learners are
actively participating in their
own learning.
Personal views and experiences
that have already created some
background knowledge
influence new information, so
that the learners are able to
create or construct their own
[subjective] understandings of
that information.
Vygotsky’s learning theory
(the foundation of
Constructivism) says learners
develop, first, from social
interactions with others and
then develop cognitively from
the social interactions. This
social learning occurs in the
learners’ communities and
culture, and therefore, is
referred to as cultural
development which comes
before any other development.
When information is sent and accepted
from one entity to another or one person
to another through associations. The
person recognizes, hears or sees the
information shared with them and gains
understanding, grows, and develops.
Adult learners gain best
from information relevant
to their lives. Adults must
be involved in their own
learning or must
experience their own
learning in order to
develop.
Environmental factors, such as
other people and experiences,
mostly influence social
learning, which are culturally
based within the learners’
community. These
environmental factors provide
a model for the learner.
Motivational factors also
influence the learner to
continue the positive behavior
that led them to their desired
results.
People must interact and form
associations with others in what is called
a network in order to gain knowledge
and learn. Essentially, the tool used to
interact and form associations is a direct
influence on learning within this
philosophy.
Because constructivism is
mostly associated with
constructing meaning from
people, experiences, and prior
schema; these 1“environmental
or self-generated cues activate a
portion of the long-term
memory (LTM), which is more
Like constructivism,
environmental factors, like
social interactions and
observations cue information
previously stored in the longterm memory to be compared
to the new information held in
the working memory. The
Memory exists in the formation of
networks and self-organizing principles.
Memory is actually formed and stored
over a database (information system).
The more knowledge the learner has, the
more people will connect with them.
Another view is the more knowledge
desired the more connections the learner
What factors
influence
learning?
1“Stimulus-response;”
or
environmental and external
factors, only, that come with
reinforcement or
consequences to shape the
learner’s response.
Aspects of the world or
environmental factors
create a basis to build
learning upon; schema.
What is the role
of memory?
Information moves from the
immediate to the working
memory. Outside factors
push to influence response;
however, through
1conditioning, those positive
or negative reinforcements
change the response and
Long-term memory (LTM)
can be most closely related
to cognitivism, because
LTM is represented
through associations of new
and previously obtained
schema. Memory is also
viewed as a computer
What is Connectivism? ~UStream
http://www.ustream.tv/recorded/688902
Adults draw from their
previous experiences in
order to process new
experiences and solve
problems; therefore,
making experience a key
factor in learning. An
adult’s ability to decide
what the problem is
1(encode), retrieve
information, and monitor
comprehension are factors
that affect learning, as
well.
Like the Social Learning
Theory, in the Adult
Learning Theory, adults
recall previously stored
information in their longterm memories in order to
move the information into
their working memories.
Learning Theories and Instruction by Keithia Magby
How does
transfer occur?
information-most likely
images-are stored in the long
term memory for later
retrieval and comparison.
where information comes
in, is processed and leads to
an outcome.
assessable to the working
memory” and allows for greater
retrieval and recall.
more this information is
recalled from the long-term
memory, the more the new
information is moved and
stored.
will make. The growth of the learner’s
network and their interactions with
associates within it represents their
memory.
Robert Sternberg’s (1969)
research on memory stated
1control processes selects the
most important information
to move into long-term
memory, which is the
information that is rehearsed,
or repeated; a main factor in
behaviorism.
The computer analogy is
further explained by Jean
Piaget’s process of
2adaptation. This is the
cycle where information
comes in and is assimilated,
then continues through
equilibration, and assisted
through accommodation.
Learners experience and recall
thoughts and ideas previously
experienced that relate to the
new ideas. Afterwards,
learners recall from these
previous experiences, reflect
upon them or make
3“hypotheses”, learn to test
their own theories until they
can draw conclusions and
create an opinion from their
findings.
Vygotsky believed the Zone of
Proximal Development
provided the learner a model
to observe and learn from.
This model would help move
the learner from their present
uninformed state by giving
them someone to learn from; a
coach or teacher. The new
knowledge, then, moves
through cognitive processes in
the learners’ minds and
continues through them using
motivators to reinforce the
behaviors that would –
eventually- lead to
independent learning and
thought.
Transfer, in this case, occurs through the
organizing of a learner’s associations and
information shared within his/her
communities. The learner connects with
others that have the desired information
and maintains those contacts or
connections.
Adults, also form
associations and networks
in order to acquire new
knowledge. Therefore,
memory exists in
computer database as well,
like in Connectivism.
Transfer occurs when
adults interact and actively
experience what they are
learning, which draws on
previous experience stored
in memory and allows
them to connect to other
people, programs and
websites to organize the
information gained and
communicate it with
others.
Learning Theories and Instruction by Keithia Magby
What types of
learning are
best explained
by this theory?
~According to Bloom’s
Taxonomy, there are 4three
different types of learning or
learning domains; cognitive
(knowledge), affective
(emotions or attitude), and
psychomotor (learned or
practiced skills). This
means that after a lesson,
learners should have gained
new knowledge, skills and a
different attitude or view of
the content. Each learning
theory discussed in this
matrix could be applied to
either type of learning, and
are more-so goals of
learning. Therefore, the
types of learning addressed
will be speak more
specifically to the type of
learning process it takes
gain information within
each theory.
Terminal behaviors or the
goal of a desired behavior are
taught through the repetition
and reinforcement of the
desired behavior. This can be
done through 1declarative,
How is
technology used
for learning in
your industry?
Testing devices that give
immediate feedback.
Computer programs or
instructional sites that give
motivators as immediate
rewards for correct answers to
questions.
1Conditional
knowledge or
learning and
metacognition, or a
person’s awareness and
perception of their own
learning.
procedural or conditional
(knowledge) learning.
Computers, iPads, audio
books and other computerbased devices all assist in
cognition and build
schema. Semanticallyaware websites or programs
are further advancements in
cognitive technology.
2Metacognitive
knowledge or
learning causes the learner to
reflect upon their knowledge or
monitor their own
comprehension of the new
information being learned in
order to construct their own
meaning.
Like constructivism,
metacognition causes a learner
under the Social Learning
Theory to reflect upon the
observations of the model in
order to move information
into his or her long-term
memory and/or to become an
independent problem-solver.
Because connectivism allows any
information to be asked, shared, and
stored within an online community or
network, any behavior, skill, or
understanding can be acquired within
this philosophy. This includes
1declarative, procedural, conditional or
metacognitive knowledge.
Adult learning is problemcentered rather than
content-centered, since
adult learners learn more
due to the relevance of the
topic. Adult learners are
metacognitive thinkers.
Active learners and reflection
are key in this theory;
therefore, interactive websites
and programs that engage the
learner and involve them in the
discussion, problem-solving, or
experiment help the learner
experience and construct their
own meanings. For example,
Promethean boards in the
classroom, interactive video
sites like www.showme.com or
https://bubbl.us/ also help.
Social websites and video chat
sites, like instant messaging
programs, emailing,
SharePoint, Edmodo,
Facebook, ShowMe, Haiku
Learning, and other sites and
programs that put the learner
in contact with a model to
observe and learn from, all
encompass technology within
this theory. This includes
online education database
systems within online colleges
or schools.
Learning can exist in non-human
systems according to this philosophy.
Therefore, any computer based device is
the basis of technology, including
semantically-aware programs or websites.
Programs and websites that allow
learners to connect with others and
maintain those connections through
constant conversations that are stored
within the site allow for the formation of
networks. Social sites like, Facebook and
Edmodo are examples of this. However,
any emailing system like Outlook,
sharing system like SharePoint, or video
chat program like Skype or Google
Hangouts also allow for the formation of
networks and communication.
Adults make connections
with other people and
resources that are relevant
to the problem they want
to solve. Like
Connectivism, adults
interact with others over
social websites, video
chatting programs,
messaging programs,
computers, and hand-held
computer devices.
Learning Theories and Instruction by Keithia Magby
References
1
Ormrod,E., Schunk, D., & Gredler, M. (2009). Learning theories and instruction. Upper Saddle River, NJ: Pearson Custom
Publishing.
2
McLeud, S. (2012). Developmental psychology: Jean Piaget. Retrieved from Simply Psychology website:
http://www.simplypsychology.org/piaget.html.
3
Educational Broadcasting Corporation. (2004).Constructivism as a paradigm for teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
4
Clark, D. (2010, July 5). Bloom’s taxonomy of learning domains: The three types of learning. Retrieved from
http://www.nwlink.com/~donclark/hrd/bloom.html
Learning-Theories.com. (2013). Index of learning theories. Retrieved from http://www.learning-theories.com/
The downes show [Video podcast]. (2008, September 5). [With Downes]. Retrieved from
http://www.ustream.tv/recorded/688902
Noe. (2013). Theories and program design: Adult learning theory. Retrieved from McGraw Hill Education, Inc. website:
http://answers.mheducation.com/management/employee-training-and-development/learning-theories-and-programdesign#adult-learning-theory-
Learning Theories and Instruction by Keithia Magby
Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm