1. Learning Theories and Instruction
Learning Theory Matrix
Definitive Behaviorist Theory Cognitive Theory Constructivist Social Learning Connectivism Adult Learning
Questions for Theory Theory
Learning
Theories
How does In this theory the thinking Cognitive theory has Constructivism Social Learning Connectivism is Adult learning takes into account the
learning is that there are two rooted in it the Gestalt approaches assumes that a learning belief that adults will commit to
occur? possible forms of approach to learning as a people can learn by theory used in learning when the goals and objectives
conditioning and the basis psychology, where process in observing the computer are in their minds achievable and
of learning: scientists proposed which the behavior of others science which is important to them. The relevance to
looking at the learner and witness the based on the apply the subject information to the real
1) Classical conditioning: patterns of behavior actively impact of such belief that that world is a large aspect of the adult
This is where the behavior rather than isolated constructs or behavior. knowledge learning methodology.
becomes a reflex events. builds new exists in the
response to stimulus as in ideas or It’s also believed world and not The method of utilizing this theory is
the case of Pavlov's Dogs. Two key assumptions approaches that learning can just within allowing the learner some control over
exist in the cognitive based occur without a people. Within the what, who, how, why, when, and
2) Operant conditioning approach: available or change in behavior. the connections where of their learning. Adult learners
where there is past Scientists stated between people need to see how the learning will affect
reinforcement of the 1) Memory is an knowledge or that that learning and other their day to day activities and how they
behavior by a reward or a active organized experience. has to be sources of will apply it in their lives.
punishment. The theory of processor of represented by a information
operant conditioning was information and; Therefore, permanent change allows Often adult learners require direct and
developed by B.F. learning in behavior. individuals to specific experiences in which they apply
Skinner. Therefore, a 2) Prior knowledge involves taking connect than the learning.
behavior may result in plays an important such It’s also held that simply in the
either reinforcement, role in learning. knowledge cognition plays a head of an Because the learners have a set base of
which is intended to from role in learning. This individual. knowledge, ego does sometimes get in
increases the chance of Cognitive theory experience comes in the form of the way and caution has to be taken to
the behavior recurring. In looks at how memory and people being aware It’s within the ensure that their current knowledge base
punishment the intention is works to promote appending of potential person that the is not threatened and instead perceived
to decrease the likelihood learning which new reinforcements that viability of as complimenting such knowledge.
of the behavior recurring. includes the process information are either positive or information and
of encoding and into one’s own negative support the connections Feedback that is constructive and
decoding information. knowledge. learning under this between realistic is also important the adult
sources of learner. Such feedback needs to be

2. Learning Theories and Instruction
structured and specific in order to be
In theory. knowledge and meaningful.
Constructivist connecting them
learning, together as part Adults also need to participate in group
learning is of integrating activities during the learning to move
more personal the information them beyond understanding. Such group
in that the into knowledge activities provide an opportunity to share
process acts as the and reflect upon their learning
resides within basis of experiences.
the individual connectivism.
and is unique
to different Called "a
people due to learning theory
the diverse for the digital
availability of age",
knowledge Connectivism
and has been used
experience. to explain the
effect
technology has
had on how
people live, how
they
communicate,
and how they
learn (Siemens,
1995).
What factors This theory believes that A major factor is Constructivist Factors that Several factors The influences to adult learning include
influence behaviors can be related to how an theories influence such will affect the social relationships and the ability for
learning? described scientifically individual processes propose that learning include the learning in adults to make new associations and
without any impact on information. Similar knowledge is setting and connectivism develop new relationships as part of their
emotions or physiological to whether the learner being actively circumstances in learning theory. learning experience.
influences. This very visualizes an activity, constructed by which learning is The type and

3. Learning Theories and Instruction
scientific approach analyzes the the individual taking place. The availability of the The perspective of the learner during
contends that the results of variables to the task and knowing is people involved information in adult learning as to the value of the
learning will remain or knowledge an adaptive also have influence which to network information and how it will complement
consistent among different influence such process, which to include their will impact the their current knowledge or improve their
subjects without variation learning organizes the existing direction and own circumstances influence how and
based upon individual (http://web.cortland.e individual’s relationships and context of the whether the information will be
preferences or responses. du/andersmd/learning own view. connections with learning incorporated in to the learners
/cognitive.htm). One of the each other. outcome (Smith, knowledge.
main beliefs of There is also the 2009).
the expectations of Personal advancement, the ability to see
constructivist each person as to It’s from the how the learning will help the learner
theory is that what the variety of ways achieve a higher status in a job, secure
people develop information offers of learning professional advancement, and stay
and build can influence the through practice, ahead of competitors are also influence
understanding effectiveness of personal the motivation and perspective of the
from their own social learning. network, and learning resulting in the direct impact of
personal and completion of the learning experience.
subjective Lastly, the types of tasks affect and
experiences. models are also an act as significant Lastly, cognitive interest (Harper &
Learners bring influence. Whether factors that Meyer, 1998) or to learn for the sake of
their own past the source of the influence learning or seek knowledge is an
perspectives in information is a learning. additional dimension to how adult
order to person, a machine learning takes place.
connect what or media can also The concept
is to be be considered to be includes the
learned and types of social belief that
what is already learning and learning is a
known. influence the continual
outcome of the process that
learning situation lasts a lifetime
(http://theelearning and has become
coach.com/elearnin a part of daily
g2-0/social-media- life.
and-learning/)
. Technology is
also an
influence to

4. Learning Theories and Instruction
connectives
learning theory.
The type,
development,
and changes in
the use of
technology are
changing how
we make these
connections and
offer a wider
variety of
learning
opportunities
through
connections.
It’s from this
form of learning
that the
importance of
knowing and
how to find the
needed
knowledge is
becoming
equally
important
(Siemens,
2005).
What is the role of This theory subscribes to Cognitive theory Memory as it Memory is believed Prior knowledge Within the adult memory different facets
memory? the premise that learning involves applies to this to be cognitive remixed to affect the significant of whether
builds up over time from a understanding how theory states function under this current context. information is retained or not. The adult
series of consistent and many pieces of that memory theory and is The connection often has attained a means in which to
similar experiences. This information can be retention will believed that the between what learn how to learn and therefore be
repeated method solidifies retained in short-term take place as ability to use information is aware of the necessity of remembering
the information into memory before long as there symbols in learning offered and what

5. Learning Theories and Instruction
knowledge and becomes information loss exists a and remembering is absorbed is and how to remember. Also, the social
part of the person’s natural occurs, then how to connection is a key element to determined by element of remembering whether it is
tendencies and behaviors transfer that memory between attaining and retain the cognitive names, working information, or data
(Spence, 1937). into long-term pieces of the information. For process of facilitates the adult’s process of memory
memory. The information. future use. It is the sorting and (http://www.infed.org/biblio/b-
application of This concept is belief that humans connecting the learn.htm)
cognitive theory in derived by don’t just respond new information
this application is to connecting to stimuli, but to the existing
develop learning so what is already interpret it which (Kim & Gil,
that this transfer of known to what contributes towards 2007).
memory takes place new learning (Bandura,
(Chandler, & Sweller, information 1977).
1991). does to
compliment or
expand upon
that original
information.
How does Involves generalization Transfer takes place By applying Occurs during the Connecting to Transfer of learning for adults is not
transfer occur? from one stimulus to when a learner the information process of and adding automatic and must be facilitated.
another (Skinner, 1953). connects the new into new observation and nodes and Coaching and other kinds of follow-up
information to known problems and resulting growing the support are needed to help adult learners
information. scenarios. application of the network. transfer learning into daily practice so
information. that it is sustained.
The pivotal role that making
connections between past experiences
and current problems plays in supporting
transfer of learning is a centerpiece of
common elements theory of
transfer (Butterfield & Nelson, 1989).
What types of The approaches include Methods include: Learning Methods include: Approaches Methods may include:
learning are best tutorials, drill and practice, approaches include:
explained by this behavioral simulations, -Debates include: -On the job training -Problem-Solving
theory? and programmed -Role Playing -Tutorial Groups -Hands-on -Case Reviews
instruction. An approach -Panels -Interviewing -Interviewing training -Debates
that combines all these -Brainstorming -Conferencing -Conferencing -Compare & -Role Playing
teaching strategies into -Peer Partner -Problem -Case Studies Contrast -Panels

6. Learning Theories and Instruction
one "system" is called an -Learning Solving -Reflective -Panels -Brainstorming
"integrated learning -Discussion -Case Studies Discussion -Brainstorming -Discussion
system" -Laboratory Groups -Field Trips -Peer Partner -Structured Controversy
(http://viking.coe.uh.edu/~i -Think, Pair, Share (http://olc.spsd. -Conducting Learning -Interviewing
chen/ebook/et- -Cooperative sk.ca/de/pd/inst Experiments -Discussion -Conferencing
it/behavior.htm) Learning Groups r/categ.html) -Simulations -Laboratory -Inquiry
-Problem Solving -Games Groups -Reflective Discussion
-Structured Overview -Demonstration -Storytelling -Cooperative -Computer Assisted Instruction
-Lecture -Role-playing Learning Groups -Journals
-Explicit Teaching (http://olc.spsd.sk.ca/d -Problem -Learning Logs
-Compare & Contrast e/pd/instr/categ.html) Solving -Reports
(http://olc.spsd.sk.ca -Learning Activity Packages
-Didactic Questions -Structured
/de/pd/instr/categ.ht -Research Projects
-Demonstrations - Controversy
ml) -Assigned Questions
-Guided & Shared - -Interviewing
-Learning Centers
reading, listening -Conferencing -Narratives
-Problem -Conducting Experiments
(http://olc.spsd.sk.ca/de/pd Solving -Simulations
/instr/categ.html) -Case Studies -Games
-Simulations -Storytelling
-Games -Focused Imaging
-Storytelling -Field Observations
-Role-playing -Role-playing
-Model Building
(http://olc.spsd.sk Surveys
.ca/de/pd/instr/ca
teg.html) (http://olc.spsd.sk.ca/de/pd/instr/categ.html
)
How is Computer-based The use of Computer- Training matrix with Training Teleconferenced sessions provided by a
technology used instruction and provides demonstration relates based learning machinery facilitator for a specific subject.
for learning in rigid introduction of by way of video or on simulation management established to
your industry? information for compliance the job training. programs and system tracking of teach
purposes. Examples such systems. tasks mastered. machinists.
as safety rules, policies,
etc.
REFERENCES:

7. Learning Theories and Instruction
Bandura, A. (1977) Social Learning Theory, Prentice-Hall, Englewood Cliffs, N.J. 1977, p. 59.
Butterfield, E. C., & Nelson, G. D. (1989). Theory and practice of teaching for transfer. Educational Technology, Research and Development, 37 (3), 5–38.
Chandler, P., Sweller, J. (1991). Cognitive Load Theory and Format of Instruction. Cognition and Instruction, 1991, 8(4), 293-332.
Harp, S.F, Mayer, R.E. (1998). How Seductive Details Do Their Damage: A Theory of Cognitive Interest in Science Learning. Journal of Educational Psychology.
1998, Vol. 90, No. 3, 414-434. Retrieved from: http://visuallearningresearch.wiki.educ.msu.edu/file/view/Harp+%26+Mayer+(1998).pdf/50533273/Harp+%26+Mayer+(1998).pdf
Kim, J., Gil, Y. (2007). Incorporating Tutoring Principles into Interactive Knowledge Acquisition. International Journal of Human-Computer Studies (IJHCS, 2007).
Lieb, S. (1991). Principles of Adult Learning, VISION http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm
Ormrod, J.E. (1999). Human learning (3rd Ed.). Upper Saddle River, NJ: Prentice-Hall.
Skinner, B.F. (1953). Science and human behavior. New York: Free Press.
Siemens, G. (1995). Connectivism:A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning. Vol. II, No. 1,
Smith, E.R. (2009). Distributed Connectionist Models in Social Psychology. Social and Personality Psychology Compass 3/1 (2009): 64–76, 10.1111/j.1751-9004.2008.00160.x
Spence, K.W. (1937). The differential response in animals to stimuli varying within a single dimension. Psychological Review, 44, 430-444.