Kirsten’s E-Learning Blog

This learning theory combines behaviourist reinforcement with cognitive processes in order to understand the behaviour of others.

The actions of observing and modelling are very important in the social learning theory, as are experience and expectations, which both relate to each other.

I know a bit less about the social learning theory, but I aim to look into it further in the future…

One of the first constructivist theorists, Bruner, based his theory on learning by discovery.

He also states that the learning environments should promote problem solving, as well as stressing more group work than individualised work.

The constructivist learning theory is based on a number of assumptions, namely:

• knowledge is constructed from experience
• learning is a personal interpretation of the world
• learning is an active process in which meaning is developed on the basis of experience
• conceptual growth comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning (Mergel, 1998)

* Bruner, 1966 cited by Burns, R., 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney

* Mergel, B., 1998, ‘Instructional Design & Learning Theory’, Occasional Paper, University of Saskatchewan, Canada, http://www.usask.ca/education/coursework/802papers/mergel/mergel.PDF

Humanist learning theorists believe that learners are persons of free will and will choose what, how and when they will learn. (Tovey & Lawlor, 2008)

It is developed from the cognitive approach, but believes that the learner is ever seeking to increase their own knowledge and to continue their learning.

In the humanist approach, learners learn by doing, and they also learn co-operatively.

* Tovey, M.D., and Lawlor, D.R., 2008, Training In Australia, 3rd edn, Pearson Education Australia, Frenchs Forest, NSW, Australia

The cognitive approach emphasises experience, meaningfulness and insight.

Cognitivists also believe that learners will behave and learn in terms of what is real for them.

In cognitive learning, tools such as advance organisers are used to provide a scaffold to bridge the gap betweeen what they know and what they need to know before they can understand the new material.

Learning environments within a cognitive theory facilitate student activities that lead to discovery, understanding and problem solving (Burns, 2002)

Cognitivists also believe that people have an intrinsic motivation to know, and that people have a desire to learn what it is that’s going on around them. I especially like the notion that is put forward by Wortham (2007): [People] are curious, kids are curious, and adults are curious too until you beat it out of them.

I think that is true to some extent, where people have been brought up learning in behaviourist environments will not have the motivation to learn because they have been conditioned to only learn and express something new when they are given reinforcement, such as a reward.

* Burns, R., 2002, The Adult Learner at Work, 2nd edn, Allen and Unwin, Crows Nest NSW Australia

* Wortham, S., 2007, Theories of Learning: Cognitivism, Learning 2007, viewed 21/05/08, www.learningwiki.com/theory