According to Ertmer and Newby, learning theories “are a source of verified instructional strategies, tactics, and techniques” (2013). Different learning theories exist including behaviourism, cognitivism, and constructivism; however, to ensure effective learning design, one must be able to appropriately select the ideal method of instruction for specific groups of learners (Ertmer et al., 2013).
Behaviourism
Behaviourism is a learning theory which emphasizes the arrangement of environmental stimuli and consequences to reinforce knowledge (Ertmer et al., 2013). In other words, behaviourism provides learners with target stimuli and repeated cues in specific environmental conditions to strengthen their ability to formulate appropriate responses. An example of when I was taught using the behaviourism theory is when I learned the proper deadlifting form. In this case, my target stimulus was the verbal command to “perform a deadlift.” Although I was unable to execute the movement correctly at first, I began to perform the exercise appropriately after consistent exposure to various visual cues (e.g., send hips back, keep barbell close to shins). Learning was achieved when I was able to execute the movement without guidance from previous learning resources.
Cognitivism
While behaviourism characterizes learners as reactive, cognitivism characterizes learners as active: cognitive approaches acknowledge the mental activities, mental planning, and organizational strategies used by learners to formulate a response (Ertmer et al., 2013). Additionally, cognitivism claims the learning process is influenced by factors such as the learner’s beliefs, values, and attitudes (Ertmer et al., 2013). During my statistics class at UVic, my professor used the cognitivism method to instruct students. For example, to gauge students’ current thoughts and beliefs, a pre-class quiz was distributed to evaluate our existing mental structures. Additionally, my professor facilitated knowledge transfer by chunking information into various units, and information learned from previous units would subsequently be applied to following units.
Constructivism
Unlike cognitive and behavioural theories which possess an objectivistic view, constructivism adopts a subjective view where individuals draw on their own experiences to create knowledge (Ertmer et al., 2013). Constructivists contend humans do not acquire meaning, but rather create meaning from experience (Ertmer et al., 2013). I was taught using the constructivism method during my co-ops in the Health Information Science program. For instance, the topic of electronic health records (EHR) is broadly addressed throughout various classes in my learning curriculum; however, I was able to construct knowledge, and establish a self-chosen position on the topic after being exposed to various EHRs during my work term experiences. Depending on which EHRs students encountered during their co-ops, it is likely my knowledge on the topic differs from other students. This supports constructivists’ belief that knowledge does not fit into a single definition, for it is acquired through interpretations of personal experiences (Ertmer et al., 2013).
References
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Pixabay. (n.d.-a). [Image of math equation]. https://pixabay.com/illustrations/back-to-school-abc-school-enrollment-2629361/
Pixabay. (n.d.-b). [Image of human cranium]. https://pixabay.com/vectors/cranium-head-human-male-man-2099128/
Pixabay. (n.d.-c). [Image of subjective lens]. https://pixabay.com/illustrations/subjective-lens-hand-woman-5057615/
Leave a Reply