Learning Theories

This is the 398T Learning Theory workshop offered by the Division of Innovating Instruction and Assessment.

Behaviorist Theory

Earliest learning theory developed by B. F. Skinner and others.
Behavior is the only thing that can be observed, can’t observe the mind itself, so build theory based on behavior.
Define learning as an increased probability of observable behavioral responses based on previous experience.
Scaffolding (simplify the lesson), Contingencies (decision points), Reinforcement (pos. or neg.) and Shaping (reduce scaffolding over time)

Cognitive Theory

Next learning theory to be developed by Noam Chomsky and others.
First time people started talking about abstract concepts and “knowledge” as opposed to just “memories”. Takes a more active view of the learner.
Define learning as the development of cognitive “schemas” which are networks of associated memories.
Learners can learn to be more effective and efficient at learning.
Learning is viewed as a cycle of moving mental models back and forth between short term and long term memory. As new material is learned and the learner attempts to fit new material within the existing models in long term memory or to expand/build new models in long term memory to hold new material.
One of the most difficult tasks for the instructor can be convincing students that the material being presented really is new to them and that they need to build a new mental model. Asking students to make predictions about a situation where you know the prediction will be incorrect can be an effective way to “wake the student up” to the idea that this is new information.
Blooms Taxonomy

Constructivism

Most recent learning theory developed by Jean Piaget and others.
Define learning as subjective sense-making of one’s experience (nothing can ever be taught, things can only be learned).
Learning results from cognitive conflict and the need for the learner to resolve this conflict.
The best learning happens when you are just beyond what you already know.
- Peer instruction can help because peers can be more successful at presenting new information in a way that is just beyond what the student already knows than an instructor who learned the material several years ago and has forgotten what it’s like to now know the material.