PGT201E

INSTRUCTIONAL TECHNOLOGY PRACTICES

Evolution of Learning Theories

Dr Siti Nazleen Abdul Rabu

Evolution of Learning Theories

There has been an evolution in the nature and focus of
learning theories (focus of how people learn) in the 20th
century.

Behaviourism
Cognitivism
Constructivism
http://edtechtheory.weebly.com/

Behaviourism
Behaviorism emphasized stimulusresponse, and the need
to tightly control the learning through pedagogies and
technologies associated with instructional design.

Cognitivism
Cognitivist learning theory was a reaction to, but also, in certain
ways, an extension of, behaviourism.
Cognitivism rejected the black-box metaphor of behaviourism and
focused instead on the black box, seeking to understand what
happens in the mind between the stimulus and response or inputs
and outputs.
In cognitivism, the mind is primarily represented by computational
metaphors such as a cognitive information processing unit or mind
as computer.
The mind of a student, for example, acquires information sent by a
knowledge transmitter, the teacher.
The pedagogies and technologies associated with cognitivism
emphasize the nature of cognition in order to be able to transfer or
transmit the message accurately.

Constructivism
Constructivism introduced a new perspective to 20th-century
learning theory, both in terms of theory and epistemology.
It offered a perspective that views knowledge as constructed
by the learner, either through physical development and
maturation as posited by Piaget, or primarily influenced by the
socio-cultural context (social learning), as theorized by
Vygotsky, whereby the mind generates thought, language and
knowledge.

The Differences between the 3 Learning Theories

Behaviourism

Cognitivism

Constructivism

Theoretical Perspective

Behaviourism

Cognitivism

Based on
observable changes
in behaviour.

Based on thought
processes behind
the behaviour.

Focuses on a new
behavioural pattern
being repeated until
it becomes
automatic.

Changes in
behaviour are
observed, and used
as indicators as to
what is happening
inside the learners
mind.

Constructivism
Based on the premise
that we all construct
our own perspective
of the world, through
individual experiences.
Focuses on preparing
the learner to solve
problem in ambiguous
situations.

What this theory beliefs towards The Mind

Behaviourism

Cognitivism

Constructivism

Mind is predictable.
Mind = black box
needs to be filled,
needs to be trained.

Mind is predictable.
Mind = computer
information
processing Machines
shot term memory,
long term memory,
metacognition.

Mind is NOT predictable.

The mind develops thru
specific stages/levels.

Assume that ALL

students are the
same.
Learning = changes
of behaviour that
are not due to
growth.

Assume that NO
students are the same.
Learning = changes in
capabilities, attitudes,
schema, or knowledge
structures.

Assume that NO students

are the same.

Learning = changes in
thinking levels & changes
in types and quality of
thinking within each
level.
Also known as Theory of
MENTAL DEVELOPMENT.

What this theory beliefs towards The Mind

Behaviourism
Black box
observable
behaviour is the
main focus.

Cognitivism
Structured &
computational.

Constructivism
Social - meaning created
by each learner
(personal).

Metaphors of the Mind

Behaviourism

Cognitivism

Constructivism

What this theory beliefs towards Knowledge

Behaviourism

Cognitivism

Constructivism

Knowledge is
definite or certain,
needs to be passed
down.

Knowledge is definite,
needs to be passed
down.

Knowledge is product
of own construction.

Focuses on teaching
processes
Teacher-centered.

Focuses on teaching
processes
Teacher-centered.

Focuses on learners &

learning experiences
Student-centered.

What this theory beliefs towards Knowledge

Behaviourism

Cognitivism

Constructivism

Stimulus &
reinforcement help
establish
behaviours.
Conditioning
strengthens the
stimulus-response
links.
Method: state
target behaviours
break behaviours
into smaller
subtasks
strengthen subtasks
thru + and reinforcements.

Based on Product of
Learning: term intro
concept formation
exploration.

Students are
responsible for own
learning. Teachers are
facilitators (groom, not
control). Success
depends on sharing &
communication.

Based on Product of
Learning: students
must recall, know,
understand.

Based on Processes of
Learning: exploration
term intro
concept formation.
Based on Processes of
Learning: students
must think, explore,
invent.

The Target Learning Outcome

Behaviourism

Cognitivism

Change in behaviour

Change in mental

Mastery of
content/skills.

Mastery of
content/skills.

Enhance skills.

Enhance skills.

Constructivism
Change in mental
(dynamic) learn,
unlearn, relearn (life
long learning).
Reasoning skills &
science process skills.
Enhance thinking skills
and inventiveness.

What is Teaching?

Teaching refers to the methodology or strategies chosen in

arranging the information, activities, approaches or media
in order to help the students achieve the objective stated.

Application of the Learning Theory (Methodology or Strategies)

Behaviourism

Cognitivism

Example:

Example:

Use authority &

control (Training
program)

Lecture drills,
repetition/
memorization.
Practice: learn, apply,
transfer.

Expository methods
(Face to Face Lecture)

Computer Games (in

S-R format, with
minimal thinking)
Tutorials (in
information
presentation format)

Online games &

reinforcement
activities, such as
sorting games, puzzles,
and flashcards.
Simulation
Concept Mapping
Advanced Organizers

Constructivism
Enhance development of
individual potential, use
inquiry methods or
inquiry teaching.
Example:
Discovery learning/
Inquiry teaching
Problem-based
learning
Project-based learning
Cooperative learning
Collaborative learning
Situational learning
Case or Scenario-based
learning

How Does this Theory Operates?

Behaviourism
Through
conditioning and
use of extrinsic
motivational
processes.

Cognitivism
Through activation of
mental processes such
as schemas, strategies
& metacognition.

Constructivism
Through active
learning - inquiry &
solving real-life
problems.
Through meaningful &
purposeful learning.
Through scaffolding,
cooperative/collaborat
ive learning (social
learning).

How Does this Theory Change Students?

Behaviourism
Change students
behaviours.

Cognitivism

Constructivism

Change students
capabilities,
attitudes,
schemata,
knowledge structures
or
the redefining of prior
knowledge.

Change students
thinking and levels of
thinking.
KBAT (Kemahiran
Berfikir Aras Tinggi)

or
HOT (Higher Order
Thinking)

Contribution of the Outcome of this Theory to the World

Behaviourism
People accept as it
is & manage it.

Cognitivism
People accept as it is
& manage it.

Constructivism
People learn to
modify/ improve/
change/ invent.

What Factors Influence Learning?

Behaviourism

Cognitivism

Nature of reward,
punishment,
stimuli.

Existing schema,
previous experiences.

Constructivism
Engagement,
participation,
social, cultural.

What is the Role of Memory?

Behaviourism
Memory is
hardwiring of
repeated
experiences
where reward and
punishment are
most influential.

Cognitivism
Encoding, storage,
retrieval.

Constructivism
Prior knowledge
remixed to current
context.

How Does Knowledge Transfer Occur?

Behaviourism

Cognitivism

Stimulus, Response

Duplicating knowledge
constructs of
knower

Constructivism
Socialization

What Types of Learning are Best Explained by this Theory?

Behaviourism
Task-based learning.

Cognitivism
Clear objectives,
problem solving.

Constructivism
Ill-defined problemsolving.

From Theory Into Practice

Now Decide, What is Your Philosophical Position?
Which one are you? A Behaviourist, Cognitivist or Constructivist?
HOW teaching is to be presented in your future classroom?

Behaviourism

Cognitivism

Constructivism

Draw Mind Map

HOMEWORK
Draw Mind Maps for each learning theory and how the principles of
the learning theory can be applied in teaching?
How about the use of technology in creating Mind Map?

APPLYING COGNITIVISM
How would you incorporate the principles of cognitivism in
teaching Instructional Technology Practices?
Cognitivism is definitely a foundation for any classroom.
It is important for teachers to understand that memory and
recall knowledge builds upon previous information.
That being said, the teacher can make sure the content is
outlined in an well-organized, sequential method.

APPLYING COGNITIVISM
How would you incorporate the principles of cognitivism in
teaching Instructional Technology Practices?
I will break down large ideas into smaller sequential pieces
and use different graphics along the way; this will appeal to
multiple learning styles.
After going through the steps I will display the big picture to
show how everything fits together.
Cognitivism deals with information process, concerned with
thinking and memory. Students can be encouraged to draw
mind maps to help aid learning and memory.

APPLYING COGNITIVISM
Mind Map - is a way that students can organize and handle the
information. They are appropriate visual aids that are structured
and have clear objectives. The student can use them independently
or even in a group setting!
As a student, there is nothing worse when the teacher presents a
higher level of knowledge before the student is allowed to process
the lower level and more forward please AVOID this.
Another idea is having multiple visual aides for students to learn
from and recall information.
Best practise - the content or steps are broken down and visually
laid.

Combination of Theories of Learning?

CAN THEORIES OF LEARNING BE COMBINED?

Constructivist
Constructivism

Objectivist
Behaviourism
&
Cognitivism

ISSUE DO YOU AGREE?

Prof Zoraini Wati Abas

For all the postgraduate courses I've designed and taught
over the last few decades (since I started), I've insisted on
100 pct continuous assessment based on projects, papers,
and such instead of exams. Students learn more this way
for sure because they are able to be more creative and find
it more meaningful as they can contextualize it for their
own needs/situation.

ISSUE DO YOU AGREE?

Students failed by exam system

EXAMS are killing student learning, teaching them to be
fearful of taking risks and stifling their creativity, an
education conference has heard.
Existing tests are inauthentic to real life and students
should be allowed to have open book.