Laura Hall

UBC # 42775056

ETEC 512 Thought Paper #1

September 14, 2014

The primary focus of education is knowledge acquisition. Behaviourist theorists

believe evidence of the acquisition of knowledge depends on our ability to observe and
measure behaviour. Behaviourist classroom management techniques are conducive to
creating a positive learning environment. However, they lack depth when describing the
cognitive functioning of the learner.
Behaviourists utilize the reward-consequence system, where rewards are tangible
and desired objects. They are concerned with observable and measurable learning, which
does not account for the mental processes. Behaviourists see the learner as a clean slate
whose passive nature allows for behaviours to be enforced or removed only by positive or
negative reinforcement or punishment. This teacher-centred perspective overlooks the
complexity of the individual learner. Behaviourism demonstrates that the learner presents
conditioned, desired behaviour when rewarded, and conversely, causes behaviour to
cease when rewards are removed, over time. This reinforcement sequencing indicates
how Behaviourists are concerned with the behaviour itself, but not with describing the
learning that has taken place.
In contrast, online learning is a more learner-centred environment as supported by
social cognitive theory and constructivist instructional design theory, which stresses
individual discovery and construction of knowledge (Anderson 54). However, due to the
limitations of observing behaviour organically through online forums, the rewardconsequence system is not as effective in explaining how learning has occurred.
Behaviourist principals are fundamental in the construction of knowledge; however, they
do not show, in detail, the reasons the learning has occurred.

Laura Hall
UBC # 42775056

ETEC 512 Thought Paper #1

September 14, 2014

Behaviourism shows a point of view of rote memorization that allows for

behaviour to change, rather than the inquisitive nature of learning as supported in online
learning and through other approaches to learning. Behaviourist theory helps to establish
a positive working environment, but requires the use of other theories to develop an
overall understanding of the learners acquisition of knowledge.

Laura Hall
UBC # 42775056

ETEC 512 Thought Paper #1

September 14, 2014
References

Anderson, T. (2008). Athabasca University Press The Theory and Practice of Online
Learning. Athabasca University Press The Theory of Online Learning, Chapter 2
(pp. 45-74). Retrieved September 6, 2014 from:
http://www.aupress.ca/index.php/books/120146
Social Learning Theory (Bandura) Learning Theories. (2008) Learning Theories.
Retrieved September 10, 2014 from: http://www.learning-theories.com/sociallearning-theory-bandura.html
Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008).
Increasing On-Task Behavior in Every Student in a Second-Grade Classroom
During Transitions: Validating the Color Wheel System. Journal of School
Psychology, 46(5), 575-592. Retrieved September 6, 2014 from:
http://ezproxy.library.ubc.ca/login?
url=http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S00224
40508000307?np=y
Standridge, M. (2002). Behaviorism. Emerging Perspectives on Learning, Teaching
and Technology. Retrieved September 2, 2014 from:
http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism