by ; Azba alsalamah

1. LEARNING THEORIES
FOR INSTRUCTIONAL DESIGN

2. INTRODUCTION
• Learning theory for instructional design includes theories for
both design and knowledge base. “Learning theory involves
understanding the role of human behavior and mental
functions of the mind” (Richey, Klein and Tracey, 2011).
• Learning creates permanent change within the individual. The
study of behavioral, cognitive and social learning create a
framework for ID applications.

3. TYPES OF LEARNING THEORIES
• Behavioral Learning Theory
• Cognitive Learning Theory
• Social Learning Theory
Task: To learn different learning theories

4. BEHAVIORAL LEARNING THEORY
• The learning theories have been developed through time.
Behavioral Learning Theory began with studies on animals and
how learning patterns correlated with humans. The foundation
for the science of education and learning was developed by
Edward Lee Thorndike. Three categories of this theory:
• Connectionism
• Classic Conditioning
• Operant Conditioning
Process 1:

5. BEHAVIORAL LEARNING THEORIES
DEFINITIONS
• Connectionism
• The theory is generalized by a reinforcement given as a result of the correct response. He studied cats’
behavior on finding an exit to obtain food. His studies lead to the understanding of ways to increase desired
behaviors.
• Classic Conditioning:
• Ivan Pavlov’s work with dogs showed that a natural response could be stimulated by unconditioned stimulus.
The basis of this theory is: reinforcement, experimental extinction and generalization.
• Operant Conditioning:
• “Manipulating variables in an effort to identify, predict and control behavior” (Richey, et al.). B.F. Skinners’
work showed that the reinforcement did not have to be consistent. The example of gamblers in a casino
illustrates operant conditioning. Punishment did not affect the gambler; only removal of the reinforcement
stopped them.

6. ID APPLICATIONS BEHAVIORAL LEARNING
THEORY:
• The theories of behavioral learning become the framework for
applications of instructional design.
• In the 1950’s, Skinner used teaching machines, which lead to
programmed instruction.
• Task analysis, behavioral objectives, practice and feedback, and
behavioral fluency are all principles of ID.

7. COGNITIVE LEARNING THEORY:
• Cognitive Learning Theory focuses on the mind and not the
behavior.
• This theory is comprised of three independent theories:
• Gestalt Theory
• Information Processing Theory
• Schema Theory.

8. COGNITIVE LEARNING THEORY:
• Gestalt Theory:
• Gestalt is defined as “Both shape and form and entity or individual… Gestalt psychology is
the study of how people see and understand the relation of the whole to the parts that
make it up” (Winn, 2004, p. 82). Laws that apply directly are similarity, proximity, and
closure. This looks at memory and recall.
• Information Processing Theory:
• Examining the operation of the human mind as compared to a computer. Three types of
memory are examined: sensory memory, working memory, and long term memory.
• Schema Theory:
• Schema Theory looks at the mental data structures in long term memory and how
knowledge is organized in the brain.

9. ID APPLICATIONS
• Cognitive learning focuses on the storage and retrieval of
information.
• This is created and ID uses theory for:
• message design strategies
• rehearsal
• chunking
• mnemonics
• advance organizers
• cognitive task analysis.

10. SOCIAL LEARNING THEORY:
• Social learning theory examines the impact that the social
environment has on the learner.
• The four key areas are: behavioral potential, expectancy
reinforcement, reinforcement value, and psychological
situation. Verbal or visual codes are two events to acquire
knowledge.

11. SOCIAL LEARNING THEORY
• The theory was ascertained by J.B. Rotter through social
cognitive theory focusing on observational learning by
mimicking their social environment by three factors:
• behavior
• the environment
• internal events to the learner

12. ID APPLICATIONS:
• Teachers and peers create the learning environment and have a
great influence on the learner.
• These models can “teach abstract cognitive rules, problem-
solving strategies and sequences of integrated motor skills.
• The model must support and encourage the learner’s self-
efficacy and must attach value to the knowledge.

13. EMPIRICAL SUPPORT:
• Years of research and feedback have strengthened ID through
the use of learning theories.
• Self-efficacy was studied as a result of applications in social
learning theory
• Understanding the learning process had been assigned laws in
theories and verified by research.

14. CONCLUSION:
• Learning theories have identified that learning is done by
connections in the brain, memory traces, organized knowledge
in the memory, and the social environment.
• Learning is determined by self-efficacy or their belief in their
own abilities.
• Research to support ID has been completed in the following
areas: advance organizers, behavioral objectives, feedback,
mnemonics and self-efficacy.
• Learning theory and ID knowledge base are connected.

15. REFERENCES:
• Richey, R., Klein, J., and Tracey, M., (2011). The Instructional Design
Knowledge Base
• Rotter, J.B. (1954). Social learning and clinical psychology. New York.
• http://www.learning-theories.com/classical-conditioning-
pavlov.html
• http://psychology.about.com/od/behavioralpsychology/a/introopcon
d.htm