Today, we will be looking at the different theories of learning.
Over the years, various psychologist have developed theories of learning. Most of these psychologists and educators have used each theory as a spotlight to illuminate aspects of behavior of learning since learning can be generally described as a modification of behavior through the effects of experience and training. In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or moting changes in one’s knowledge, skills, values and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. While explanation of what happens constitutes the learning theories. A learning theory is an attempt to describe how people and animal learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solution to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: (1) Behaviourism (2) Cognitivism, and (3) Constructivism
Behaviourism focuses only on the objectively observable aspects of learning cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively construct or builds new ideas or concepts.
Behaviourism as a theory was primarily developed by B.F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull. What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. Learning is manifested by a change in behavior. And third, the principles of continuity (how close in time two events must be for a bond to be formed) and reinforce,ent (any means of increasing the likelihood that an event will be replaced) are central to explaining the learning process. For behaviourism, learning is the acquisition of new behavior through conditioning.
There are two types of possible conditioning:
1)Classical Conditioning:
Classical conditioning is where the behavior become a reflect response to stimulus as in the case of Pavol’s Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was insight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person whop served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat. In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he stuck a bell when the dogs were fed. If the bell was sounded in close association with their mean, the dogs learned to associate the sound of the bell with food. After a while, at the mere sopund of the bell, they responded by drooling.
2)Operant Conditioning:
Operant conditioning is where there is reinforcement of the behavior by a reward or a punishment. The theory of parent conditioning was developed by B.F. Skinner and is known as Radical Behaviourism. The word ‘operant’ refers to the way in which behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. A punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement.
3)Cognitivism:
Gestalt (1929) psychologist proposed looking at the patterns rather than isolated events. And therefore be criticized behaviourists for being too dependent on Overt behavior to explain learning. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory. The major difference between gestalists and behaviourists is the locus of control over the learning activity: the individual learner is more key to gestalists than the environment that behaviourists emphasize.
Once memory theories like the Atkinson-shiffindel were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s and 90s. Today, researchers are concerntrating on topics like cognitive load and information processing theory. These theories of learning play a role in influencing instructional design. Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence learning, and memory as related to age.
4)Constructivism:
Constructivism views learning as a process in which the learner actively constructs or build new ideas or concepts based upon current and past knowledge or experience. In other words, learning involves constructing one’s own knowledge from one’s own experiences”. Constructivist learning there, is a very personal endeavour, whereby internalized concepts, rules and general principles may consequently be applied in a practical real-word context. This is also known as social constructivism. Social constructivism posit that knowledge is constructed when individuals engage socially in talk and activity about sharp problems or tasks. Learning is seen as the process by which individuals are intropduced to a culture by more skilled members “Dilver et al 1994) constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.
Over the years, various psychologist have developed theories of learning. Most of these psychologists and educators have used each theory as a spotlight to illuminate aspects of behavior of learning since learning can be generally described as a modification of behavior through the effects of experience and training. In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or moting changes in one’s knowledge, skills, values and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. While explanation of what happens constitutes the learning theories. A learning theory is an attempt to describe how people and animal learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solution to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: (1) Behaviourism (2) Cognitivism, and (3) Constructivism
Behaviourism focuses only on the objectively observable aspects of learning cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively construct or builds new ideas or concepts.
Behaviourism as a theory was primarily developed by B.F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull. What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. Learning is manifested by a change in behavior. And third, the principles of continuity (how close in time two events must be for a bond to be formed) and reinforce,ent (any means of increasing the likelihood that an event will be replaced) are central to explaining the learning process. For behaviourism, learning is the acquisition of new behavior through conditioning.
There are two types of possible conditioning:
1)Classical Conditioning:
Classical conditioning is where the behavior become a reflect response to stimulus as in the case of Pavol’s Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was insight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person whop served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat. In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he stuck a bell when the dogs were fed. If the bell was sounded in close association with their mean, the dogs learned to associate the sound of the bell with food. After a while, at the mere sopund of the bell, they responded by drooling.
2)Operant Conditioning:
Operant conditioning is where there is reinforcement of the behavior by a reward or a punishment. The theory of parent conditioning was developed by B.F. Skinner and is known as Radical Behaviourism. The word ‘operant’ refers to the way in which behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. A punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement.
3)Cognitivism:
Gestalt (1929) psychologist proposed looking at the patterns rather than isolated events. And therefore be criticized behaviourists for being too dependent on Overt behavior to explain learning. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain-based learning. Cognitivists consider how human memory works to promote learning. For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory. The major difference between gestalists and behaviourists is the locus of control over the learning activity: the individual learner is more key to gestalists than the environment that behaviourists emphasize.
Once memory theories like the Atkinson-shiffindel were established as a theoretical framework in cognitive psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s and 90s. Today, researchers are concerntrating on topics like cognitive load and information processing theory. These theories of learning play a role in influencing instructional design. Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence learning, and memory as related to age.
4)Constructivism:
Constructivism views learning as a process in which the learner actively constructs or build new ideas or concepts based upon current and past knowledge or experience. In other words, learning involves constructing one’s own knowledge from one’s own experiences”. Constructivist learning there, is a very personal endeavour, whereby internalized concepts, rules and general principles may consequently be applied in a practical real-word context. This is also known as social constructivism. Social constructivism posit that knowledge is constructed when individuals engage socially in talk and activity about sharp problems or tasks. Learning is seen as the process by which individuals are intropduced to a culture by more skilled members “Dilver et al 1994) constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building.
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