Learning Theory

Constructivism: The view that meaningful learning is the active creation of knowledge structures rather than a mere transferring of objective knowledge from one person to another (Snowman et al., 2009, p.28).

Constructivism is when individuals generate new ideas or add to knowledge from existing information. Snowman et al., (2009) provides a great example. In the action of solving a problem students will have to draw upon information in their memory to create a solution. Drawing upon this information can mean experimenting, questioning, reflecting, discovering, inventing and discussing. The topic is debated as to whether constructivism is a theory at all, it is said by Brady (2006) that Schunk argues it to be an epistemology or philosophical explanation about the nature of learning (Brady, 2006, p. 7).   

Behaviourism: The idea that all behaviour can be explained by presents of what external stimuli are available.

Students in a class will react to the environment in their own personal way to either achieve or avoid a particular consequence. Good behaviour in students or people will probably occur again if the consequence is positive. On the other hand inappropriate behaviour will probably cease when the consequence is a negative one (Snowman et al., 2007, p. 227).

Cognitivism: focuses on the inner mental activities of the way in which people learn.

When learning is taking place the individual will take information in and compare it to other information in the brain, the brain will then work on previous knowledge and add information to an existing schema. This is known as the Information processing theory (Snowman et al., 2007, p. 264).    

Connectivism: is the integration of principles explored by chaos, network, and complexity and self organisation theories.

Connectivism is a relatively new theory that has been established due to the advancements in technology. People gain information through a number of different environments that are out of the control of that individual, for example organisation or database. New information is being gained constantly through the individuals’ network and the individual must draw on what information is important and reliable and what information isn’t (Siemens, 2004, p. 4).

Conclusion:

Although it would seem that connectivism is the most recent and therefore most important, it would be wise to include each of the learning theories in the everyday classroom. It is the responsibility of the educator to ensure they not only have knowledge of the learning theories but understand the importance of executing them correctly. For example, by understanding and implementing behaviourism correctly the Learning Manager will know when and how to reward students for good work, by doing this he or she will only strengthen that behaviour.

The implementation of all four will increase the chances of witnessing a constructive and well managed class.

References

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology applied to teaching. Milton, QLD, Australia: John Wiley & Sons Australia, Ltd.

Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Siemens, G. (2004) Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm