Download Final Learning Theorists

Sherry Walker
Stephanie Moore
CED 505
11 September 2013
LEARNING THEORIES
For thousands of years, researchers, teachers, and theorists have sought to understand
different learning theories to try and explain how we learn and ways to improve learning. Of
these, Skinner, Gagne, and Piaget emerged as the true pioneers in the field of understanding
teaching styles. Each of these theorists has produced unique features based on each of their
perspectives of the learning process and seeks understanding for the nature of learning.
Although some of the theories have been upgraded or have changes over the years, the
foundation of each theory remains the same. In this essay, I hope to provide an understanding of
three key learning theories; Behaviorism, Cognitivism and Constructivism and feature the key
theorist behind each theory. I will also discuss some similarities and differences between each
theory and how these theories work for teachers in a 21st century classroom.
As we begin to compare and contrast these different types of learning theories and styles,
it is important that we clearly define a learning theory. Med Karharbach of Educational
Technology defines a learning theory as “an attempt to describe how people learn,” which helps
to understand this inherently complex process of learning (Edudemic 2013). According to
Thomas Shuell of Education.com, “learning is one of the most important activities in which
humans engage” and is the very core of the educational process (Shuell 2013). All these theories
differ for a variety of reasons. Who’s right? What is a theory? Is it just what someone thinks?
Actually, a theory is a “combination of different factors or variables woven together in an effort
to explain whatever the theory is about”. In general, theories based on scientific evidence are
considered more valid than theories based on opinion or personal experience (Shuell 2013).
Within these different types of theories falls many theorists who have help to design and
implement these concepts.
Behaviorism theories define learning as “semi-permanent change in behavior.” In other
words, learning has only taken place if a change in behavior is evident (Innovative LearningBehaviorism 2013). The Behaviorist pedagogy aims to promote and modify observable behavior.
It considers learning to be a behavior that shows acquisition of knowledge or skills (EduTech
Wiki 2007). The two originators of the behaviorists approach to learning were John B. Watson
and B. F. Skinner. Skinner developed a view of conditioning know as Operant Conditioning.
His model was based on the premise that satisfying responses are conditioned, while unsatisfying
ones are not. Operant conditioning is the rewarding part of a desire behavior or a random act
that approaches it (EduTech Wiki 2007). He felt things we tend to call pleasant have an
energizing or strengthening effect on a person’s behavior. Many of Skinners behaviorist rules
are used in practical classroom application today. Positive and Negative Reinforcement,
Positive/Negative Punishment, Modeling, Cues and Contracts are a few concepts he emphasized.
Behaviorism focuses on one particular view of learning: a change in external behavior achieved
through a large amount of repetition of desired actions, the reward of good habits and the
discouragement of bad habits (Pediaview 2013). In the Behaviorism Theory the role of the
instructor is one of a lecturer with drill and practice activities used as instruction. The role of the
learner is that of an active listener and direction follower.
The Cognitive Theory of Learning is based on the assumption that you can’t force
someone to learn. Learners are no longer “black boxes” conditioned to react by stimuli; there is
an active learning process by the learner. It defines learning as “a semi-permanent change in
mental processes or associations.” Cognitivists do not require an outward exhibition of learning
but focus more on the internal processes and connections that take place during learning. The
main assumption of Cognitive Psychology is that there are cognitive processes that take place
and influence the way things are learned (Innovative Learning-Cognitivism 2013).
Robert M. Gagne is one of the main theorists under the Cognitive Theory. He is best
known for his Conditions of Learning and Principles of Instructional Design. Although Gagne’s
earlier work reflected behaviorist thought, he is considered to be an experimental psychologist
who is concerned with learning and instruction. In 1965, Gagne published The Conditions of
Learning which outlined the relation of learning objectives to appropriate instructional designs.
A learner who is participating in a situation where the right conditions for learning are invoked
will experience the five categories of learning outcomes. These include the human capabilities of
intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes (ICELS
2013). In the Cognitive Theory, students have been compared to computers, being that their
minds are working like information processors. The cognitive approach and cognitive theories
emerged as a new perspective employing “information-processing ideas” rather than the
behavioristic assumptions that the learner is determined by his environments and so passively
adapts to the circumstances. This cognitivistic view emphasized the active mental process on the
part of the learner. Knowledge is still viewed as given and absolute like in the behavioristic
school (EduTech Wiki-Cognitivism 2007). The role of the teacher changes to a facilitator and
tends to guide students through questioning and prompts. Students take a more active role in
learning by processing the information and deciding on how that information is stored and used.
Constructivist is the final learning theory to be discussed. The Constructivist Theory is
based on several cognitive principles from theorists Piaget and Vygotsky. The basic premise of
constructivist theories is that people create their own meaning through experience.
Constructivism embraces a “top-down” rather than a “bottom-up” instructional methodology.
This means that, rather than teach all of the details that lead to a main idea; students discover the
main idea and then derive the detail (Innovative Learning-Constructivist 2013). Students are
encouraged to learn main ideas through discovery learning. Some guiding principles of
constructivism include
1. Knowledge is constructed, not transmitted
2. Prior knowledge impacts the learning process
3. Initial understanding is local, not global
4. Building useful knowledge structures requires effortful and purposeful activity
(EduTech Wiki-Constructivism 2013)
The Swiss psychologist Jean Piaget has contributed significantly to our understanding in
the development of children. Piaget is best known for his Stages of Cognitive Development.
But one of the most important things to note was how Piaget’s research shows that children think
in considerably different ways than adults. This does not mean that children think at a less
intelligent degree, or at a slower pace, they just think differently when compared with adults.
Piaget’s work showed that children are born with a very basic genetically inherited mental
structure that evolves and is the foundation for all subsequent learning and knowledge. He saw
cognitive development as a progressive reorganization of mental process resulting from
maturation and experience. Piaget’s Stages of Cognitive Development teaches that the later
stages evolve from and are built on earlier stages. The sequence of stages is fixed and
unchangeable and children cannot skip a stage. All children proceed through the stages in the
same order even though they may progress at different rates (ICELS 2013). It is important to
understand that these stages are gradual and build on each other until they achieve adult level of
intellectual functioning.
After reviewing the three Learning theories we must touch on the similarities and
differences. No matter which learning theory you support, the overlying similarity is that
knowledge takes place in all theories. Cognitivism works in the same way as in Behaviorism
“when the learner understands how to apply knowledge in different contexts, then transfer has
occurred” (Young 2012). Constructivism is similar due to the fact that’s it’s built upon cognitive
principals of learning and schemas. It only differs by the way it is implemented by the
facilitator.
A key difference of the learning theories is how the learners learn and processes that
learning. Learners in the behaviorism theory are guided by purpose, primarily positive and
negative reinforcement. Learners in the cognitive theory learn and retain information based on
events and experiences. The constructivist theory believes that students learn based on
knowledge formation, exploration and discovery. The role of the instructor becomes a
facilitator, observer and coach.
As we move into the 21st Century, how do these learning theories change our teaching
strategies as we incorporate more technology into our classrooms? Do the theories change or
just the tools at which we implement the theory change? The classroom of today is very
different from those in the past. Twentieth century education placed considerable emphasis on
rote learning from one-way lectures, an approach that discourages social interaction in the
learning process. Twenty-first century education theorists have concluded that this approach is
misguided. A constructivist classroom fosters critical thinking, flexibility, creativity, active
learning, and more. These are standards of what a 21st century classroom should reflect
(Machado 2011). The importance of social skills is being acknowledged in the 21st century
education theory.
Collaborative learning projects lead to improved understanding of material
and encourage leadership and cooperation, skills that are of utmost importance for participants in
any organization (Button 2013).
When you think of a 21st century classroom it’s not just using computers, Ipads or
Smartboards. It’s not a fancy building with LCD projectors or high gigabit and Ethernet
connection. Effective learning environments do not limit themselves with time or space. It’s not
sitting in a row of desks in a classroom. Today’s classroom environment may be using a laptop
in the library or taking online classes. It’s more about integrated learning technologies, studentfocused teaching strategies and curriculum differentiation. In 21st century education, curriculum
differentiation is intended not only to enrich gifted students, but also to identify students’ talents
and interest and provide them with learning challenges that allow them to grow in a positive
direction (Button 2013).
After reading and studying the three learning theories and their theorists, it is obvious that
teaching and learning isn’t straightforward and no single learning style works for everyone. In
an educational environment there is no perfect model that applies. To accommodate a variety of
learners, it is important that teachers apply a mixture the learning styles. The instructor should
inspire students to find solutions by exploring, inventing, collaborating and experimenting. We
need to create an environment that is beneficial to a wide array of learners.
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