1. LEARNING THEORIES
BY. AMY SWEDELL, DONITA JOHNSON, NICOLE
MCLAMB
Professor Melinda Medina
AET/500

2. Introduction

Learning theories primarily fall into two major
families: behaviorist/connectionist theories and
cognitive/gestalt theories, but not all theories
clearly fit into these two families
(Knowles, M.S. 2011 )
Behaviorist
• Learning occurs when
one could see obvious
change in behavior
Cognitive
• Learning is an internal
process where
information is
internalized in one’s
intellectual structure

3. Description of B.F. Skinner’s Behaviorist
Learning Theory

Skinner's theory of operant conditioning tailored from the work of
Edward Thorndike in1905 “Law of Effect”.

A key to effective education is determining the best consequence to
shape the behavior; Consequences could either be good or badpunishing or rewarding".

Skinner believed the most efficient method to understanding
behavior was to take a look at the sources of the action and its
consequences; and this approach is known as the “operant
conditioning”.

Skinner devised the term operant conditioning; because it meant
roughly changing of behavior by the use of reinforcement which is
produced after the anticipated response. Skinner identified the
three types of responses that can follow behavior as Neutral
operant, reinforces, or Punishers.

4. Description Edward Tolman’s
Cognitive Learning Theory




He thought of learning as developing from bits
of knowledge and cognitions about the
environment and how the organism relates to
it.
Tolman allowed rats to practice in a maze over
a course of several days; then, the usual path
taken was blocked.
Tolman determined that the rats formed a
mental map of the maze which allowed them
to select the path that lead to the reward.
Tolman’s theory suggest that latent learning
occurs even when no reinforcement is offered.

5. How learning theories affect adult education
Tolman – Cognitive



Individual behavior is goal
directed so training should
take into account the trainee's
goal;
Learning is a meaningful
process so training must
evolve a process where the
learner can understand what
he learns; and
Each learner learns through
his own cognitive map
Journal of Knowledge Management
Practice, Vol. 7, No. 2, June 2006
Skinner – Behavioral




Activity is
important, learning is more
effective when the learner
is active and not passive
Repetition, frequent
practice are vital
Reinforcement is a
motivator
Learning is helped when
objectives are clear

6. Cognitive Theory – Tolman
Describe the setting of the training and examine the impact of the selected mode of delivery (traditional
classroom, online, hybrid, asynchronous self-directed, etc).

Traditional Classroom Setting- Adult learners will
develop a medical office layout based on medical
offices they have been to and what has been learned
about medical office settings in the textbook. The goal
behind the activity is the development through
personal experiences and skills acquired in class a
medical office that will meet all of a patients needs.

Impact Of Mode of Delivery- Adult learners are using
their cognitive mapping in order to complete the
assignment along with skills they have acquired in the
course. The cognitive mapping they are using allows
for mental representation of medical offices they are
either patients at or have been to accompanying
someone who has gone. (Lloyd, 2000). This allows
the adult learner to be self-directed in their learning.

7. Cognitive Theory – Tolman
Evaluate the applicability of each theory for the selected adult education topic, audience, and environment.

Adult learners are using their cognitive mapping skills
which are allowing the adult learners to self-direct their
learning in developing the medical office layout in the
classroom as a team with other adult learners.

The cognitive theory in the mode of delivery allows the
adult learners to learn by doing. The adult learners are
applying their skills from learning and memory to
develop the medical office layout.

The traditional classroom environment will allow the
adult learners to work together using supplies in the
classroom, computer programs and or print offs from
websites and supplies brought from home to work to
developing their medical office centered around the
needs of patients.

8. Cognitive Theory - Tolman
Analyze how the selected learning theories and mode of delivery affect the chosen adult education program

The cognitive theory applicability in the medical office
layout encourages the adult learners to use their
cognitive mapping from experiences they remember in
entering a medical office.

The adult learner takes the initiative and responsibility
in the outcome of the medical office design layout.

This project prepares the adult learner for entry into the
medical setting and in the development of the office
layout designed with the needs of the patient being
included.

Cognitive theory in the medical office layout evaluates
the cognitive mapping skills of the adult learners and
drives their learning to be more self-directed in their
capacity to learn the material at hand.

9. Behavioral Theory – Skinner
Describe the setting of the training and examine the impact of the selected mode of delivery (traditional
classroom, online, hybrid, asynchronous self-directed, etc).



The setting is a simulation classroom, the adult learner/Phlebotomist
student gets a pretend doctor’s order to draw blood from a patient in an
isolation room from a patient with Methicillin-resistant Staphylococcus
aureus (MRSA)
The topic is drawing blood from the infected patient in isolation with out
any contamination to self or equipment.
As the educator the learner is taught:





Give all patients respect/use bedside manners
What to do before going into the room
The proper protective equipment to put on & what to take in
The procedure of Drawing the blood
How to exit the room

10. Behavioral Theory – Skinner
Analyze how the selected learning theories and mode of delivery affect the chosen adult education program.
Outside of the patient’s room, the learner will sanitize/wash his or her hands and dry them
 Put on 1st pair of gloves, 2nd protective gown, and 3rd 2nd pair gloves (LAST)
 The learner will take in the room with him or her extra supplies of only what is needed to collect the
specimen, ALL OTHER SUPPLIES STAY OUTSIDE OF PATIENT’S ROOM
 The learner will show him or herself confident and friendly while being respectful, which will keep the
patient calm and relaxed, identify self, patient, and orders
 The learner will place tourniquet around patient arm uncomfortable tight, palpate for a vein, clean the
desired area the specimen will be taken from, insert correct size needle with the bevel facing up, insert
proper collection tube, before taking needle out of arm undo tourniquet, place gauze over needle
entrance, pulling needle out quickly and carefully
 Push protective sheath over needle and disposal of needle in sharps container, label and bag patient’s
specimen
 Take off top pair of gloves (2nd pair that was put on LAST) dispose of it, untie gown with clean glove
(1st pair that was put on FIRST), take gown off and glove and dispose of them
In this training adult learners learn that their behavior which are a series of actions brings consequences
that will present positive reinforcement, the reward of being safe, not causing harm to the patient, and
being good at their skill that it will cause their skill as a Phlebotomist to be strengthen, them to be
confident in their skills, and patients to request for them. Which will cause the learner to repeat the proper
process repeatedly.


11. Behavioral Theory – Skinner
Evaluate the applicability of each theory for the selected adult education topic, audience, and environment.


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The behavioral theory is appropriate in phlebotomy because there is a
must for the learners to have and demonstrate the behaviors that will
cause positive reinforcement for them and their patients. This positive
reinforcement will cause them to repeat the process. This will strengthen
their skills as a phlebotomist, build their confidence level up and cause
more positive experiences. However, negative reinforcement could cause
the learner to lose confidence, harm to the patient, and or to his/herself.
Adult learners thrive off of positive reinforcement because it brings self
fulfillment of doing such a really good job, causing the patient no harm and
little to no pain. Positive reinforcement causes motivation because of
teaching them the reason why they need to know to be self-directed.
A simulation classroom is an excellent environment to incorporate the
behavioral theory for adult learners because they are learning by doing
without the fear of harming themselves nor their patients. The simulation
room is the perfect place for them to experience positive (for doing things
correct)and negative reinforcements (for doing things incorrectly) which
will cause what they have learned to be retained which would prevent
them from making the same mistakes in not only the simulation room as
they are learning through practice, but in real patients’ rooms too.

12. Conclusion

As humans we all receive, perceive, and
decide on information differently. Therefore as
students and educators it is very important to
learn and understand learning style. As an
educator being aware and sensitive to the
various learning styles of the student, the more
it helps the instructors tailor curriculum and
activities that would be delivered to the student
in the most effective way.

13. Reference
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011).
The adult learner: The definitive classic in adult
education and human resource development (7th
ed.). New York, NY: Taylor & Francis.
Lloyd, R. (2000). Self-Organized Cognitive Maps.
Professional Geographer, 52(3), 517.
McLeod, Saul (2007-2014). Simply
Psychology. Retrieved from
http://www.simplypsychology.org/operantconditioning.html
http://www.tlainc.com/articl112.htm