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Learning Theory
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Team B
John Barnett
Daryl Bass
Shalanda Campbell
Tara McEvoy
Lori Purcell
Tezlyn Figaro-Turner
Behavioral Learning Theory
Behavioral learning theories are a part of behaviorism, which is the
study of the behavior of a person or animal reacting to something
in the environment. Behaviorism is a theory of learning based
upon the idea that all behaviors are acquired through condition.
Behavioral Learning Theory (BLT)
describes a well-known orientation to
learning that encompasses a number of
individual theories.
(3) Three basic assumptions are held to be true:
1.
Observable behavior rather than internal thought processes is the focus of
study; learning is manifested by change in behavior
2.
The environment shapes behavior; what one learns is determined by the
elements in the environment not by the individual learner
3.
The principles of contiguity and reinforcement are central to explaining the
learning process
BEHAVIOR THEORY: "Each behavioral
theory is an advantage to learning, because
it provides teachers with a new and
different approach."
During the 70s and 80s conceptions and definitions of learning
began to change dramatically. Behavioral theories gave way to
cognitive theories that focused on mental activities and the
understanding of complex material. The goal of education is to
develop the ability of students to understand the content and to
think for themselves. Nearly every educational setting involves
several types of learning, each with its unique importance to the
functioning of the classroom.
Behavioral Learning Theorist
B.F. Skinner; Psychologist began working on behavioral learning theories
in the 1930s, and defined the terms "classical conditioning" and
"operantive conditioning”
Operative conditioning means reinforce what you want the individual to
do; ignore what you want the individual to stop doing; reinforcement is
essential.
“If behavior is reinforced or rewarded, the response is more likely to
occur again; behavior not reinforced is likely to become less frequent
and may disappear (Skinner 1974).”
Behavioral Learning Theorist
Edward L. Thorndike is perhaps the “greatest learning theorist of
all time” (Hergenhahn & Olsen, 2005 Pg. 54). His most significant
contribution to understanding learning has come to be called
connectionism or the S-R Theory of learning. Through repeated
trial and error learning, certain connections between sensory
impressions or stimuli and subsequent behavior or responses are
strengthened or weakened by the consequences of behavior.
Cognitive Learning Theory
Cognitive Learning Theory (CLT) is a source that describes the main
concept of learning. This theory explains how internal and external
factors affect the mental process of most adult learners. In addition,
the Cognitive Learning Theory expounds on the significance of the
operative cognitive process, which is the ability to learn and store
new information.
Social Cognitive Theory
The Social Cognitive Theory (SCT) is another aspect of CLT and can be
broken into three variables: behavioral factors, environmental factors,
and personal factors. Studies have shown that the three variables are
interrelated and is the basis for most adult learning. Social Cogitative
Theory also includes several basic concepts that may become apparent
during the adult learning process.
• Observational Learning
This concept stems from learning through watching people in an attempt to gain
knowledge.
• Reproduction
This concept aims to increase the repeating of a particular behavior with materials that
will enhance new knowledge and behavior learned.
• Self-efficacy
This concept capitalized on the learners’ newly learned knowledge or behavior by
putting it into practice.
• Self-regulatory Capability
This concept is the ability to control behavior despite uncomfortable or unforeseen
environments or conditions (Sincero, 2011).
Cognitive Learning Theorist
Robert M. Gagne noted educational psychologist, and author of
Conditions of Learning, whose study of educational and learning
started in behaviorist theory and quickly moved over to cognitive
approaches and methods. Regarded by most as the “father of
instructional design,” Gagne advocated that the design and
creation of problem-centered instructional matter must be
approached from theory- and research-based techniques from the
psychology of learning.
Eight Types of Learning
From this basis he went on to develop teaching and instructional
design techniques that met his definitions learning types and the
conditions needing to achieve an effective and efficient learning
outcome. As noted by Knowles, et al (Table 5-2), Gagne determined
there were eight types of learning:
• Signal Learning
• Stimulus-Response Learning
• Chaining
• Verbal Association
• Multiple Discrimination
• Concept Learning
• Principle Learning
• Problem Solving
Instructional Events
As part of his contribution to instructional design, Gagne developed an additional
advancement through his nine instruction events he said were critical to effective
teaching and transferring knowledge. They serve as the foundation most
educators use today in developing effective lesson plans:
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Gaining attention
Informing the learner of the objective
Stimulating the recall of prior learning
Presenting the stimulus
Providing learner guidance
Eliciting the performance
Giving informative feedback
Assessing performance
Enhancing retention and transfer
However different, each theory provides a unique
opportunity to reinforce and apply learning. In the case of
an adult education program focusing on conducting a remote
monitoring visit the Behavior and Cognitive Learning
Theories can support successful learning event
development. In either case, understanding the audience,
the issues and the goal of the organization is key to
choosing the correct path towards instructional design.
Behavioral Learning
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Tell me, show me, let me try!
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Identify historical factors that can influence or derail success factors for the visit such as reduction of
queries, completion of data entry
Slides to clearly identify situation
Provide examples and key take-aways to audience
Opportunity for application through scenario based examples
Learners provide input based on experience
Role-playing to reinforce key concepts so actions become second nature outside of training room
Understand rationale behind the process of conducting a remote monitoring visit and identify
objectives of the visit
Cognitive Learning
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Clearly define learning objectives and ‘What’s In It For Me
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Teach back opportunities to bring suggestions to larger audience for feedback and suggestions
Provide case studies in group setting to discuss and determine problem, root cause and corrective
action plan
Identify clear solution for future implementation, document and provide as reference
Summary
Cognitive and Behavioral theories are both applied to and affect
corporate training programs. After discussing the background of
each theorist and the theory, next we examined how the theory
may be applied to corporate training by changing the training
environment to produce desired behavior. As an adult educators
understanding and applying the cognitive and behavioral learning
theories in turn we will benefit the students and improve corporate
training programs.
References
Explorable.com: http://explorable.com/cognitive-learning-theory
Gagné, Robert Mills 1916—2002. (2009). In E. M. Anderman & L. H.
Anderman (Eds.), Psychology of Classroom Learning (Vol. 1, pp. 422423). Detroit: Macmillan Reference USA. Retrieved from
http://go.galegroup.com.ezproxy.apollolibrary.com/ps/i.do?id=GALE%7C
CX3027800121&v=2.1&u=uphoenix&it=r&p=GVRL&sw=w&asid=ab978c
0bdb54e0227424c40587260122
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult
learner: The definitive classic in adult education and human resource
development. Amsterdam: Elsevier.
Merriam, S. B., & Caffarella, R. S. (1991). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass.
Sincero, S. M. (March 2011). Cognitive Learning Theory. Retrieved Jan
10, 2014