Why Educators Need to Know

Learning Theory
JANUARY 31, 2014 ~ DEBBIE MORRISON

This is the second in a three-part series about Learning

Design. The first post introduced the Learning Design Framework;
a guide for educators to create optimal learning experiences for
students by leveraging: 1) content resources, 2) collaborative
web resources and 3) human resources. This second post focuses
on learning theory and how it applies to not only course design,
but educators role in creating excellent learning experiences for
their students. Note: this is a revised version of a post that
appeared on January 19, 2014.

We need to study learning theory so we can be more effective as

educators. In this post I bridge the gap between learning theory
and effective educators; describe why we need to start at A to get
to B. I also describe how a grasp of learning theory translates to
knowledge of instructional methods, that moves educators
towards creating optimal learning environments. Post one of this
series described optimal learning environments in the context of a

framework that includes three dimensions of resources. Post three

will include scenarios of institutions applying the principles of the
framework, and in this post we take a step back to examine
briefly the underpinnings of pedagogical methods.
This article covers three categories of learning
theories, objectivist, constructivist, andconnectivist.
Connectivism is relatively new [2004]. Its theoretical principles
describe how learning happens within a networked and connected
society. Objectivist and constructivist theories have, and continue
to have, significant influence on teaching methods and practices
in K-12, higher education and professional development
programs. Connectivism on the other hand, is associated with
learning in an open virtual space on the web, typically in massive
open online courses or MOOCs.
The theories differ significantly in the perspectives on learning,
though each has influenced and shaped instructional methods
and practices to some degree. An example is assessment
practices using standardized tests. This method is based upon
principles of the behaviorist learning theory: instructor delivers
content student studies to commit knowledge to memory
completes an assessment feedback is provided on his or her
responses. This is one example I use here to [try to] emphasize
the point that educators are better equipped to handle a variety
of learning situations with an understanding of how these theories
affect teaching methods.
Theories of Learning
Objectivist Theories
The objectivist learning category includes both the behaviorist
and cognitivist theories. Each views knowledge as existing as an
entity outside the mind of the individual. Behaviorists suggest
knowledge is transmitted to the learner without any interpretation
or contextualization by the learner. Learning is reinforced in the

memory through drill and practice. The founder of the behavioral

learning theory, B.F. Skinner, conducted extensive experiments in
the 1950s of which several were dedicated to learning methods
research. Skinner theorized that learning could be shaped by
reinforcements that followed learner behavior; the principles were
foundational to Skinners behaviorist learning theory.
The cognitive learning theory built upon the principles of
behavioral learning theory. Cognitive psychologists focused on
internal thought processes of the learner, not just the observable
behaviours as the objectivists did. This theory emphasizes
internal thought, focuses on mental structures and processes of
the learner and its application to learning.Robert Gagne is an
influential educational psychologist who developed the cognitivebehaviorst theory, which suggests learning is shaped by providing
optimal conditions for learning. He developed the theory of
conditions of learning and the nine events of instruction.
Constructivist Theories
The constructivist perspective took the cognitivist principles one
step further by asserting that individuals construct knowledge
from within, by engaging in problem solving, experiential and/or
social learning experiences. Constructivism puts learners in the
center of the learning process, and suggests that learners
contribute to knowledge construction by activating prior
knowledge and personal experiences. Learning is viewed as
adapting ones mental models to new experiences and
knowledge. Several theorists that were part of the constructivist
movement include John Dewy, Maria Montessori, Jean Piaget, and
Jerome Bruner.

Network
Connectivism Theory
The very new learning theory,connectivism, developed by
Stephen Downes and George Siemens is a response to societys
connectedness within a network of digital infrastructure. The
connected approach views the student as the driver of
learning; where the learner connects with, and builds knowledge
via the connections [nodes] made within a network. Nodes can be
resources or people. Connectivism is driven by the
understanding that decisions are based on rapidly altering
foundations. New information is continually being acquired. The
ability to draw distinctions between important and unimportant
information is vital (Siemens, 2004). Connectivism is the theory
behind massive open online courses, MOOCs. But MOOCs with a
c for cMOOC, which incorporates the connectivist theory, in
contrast to xMOOCs offered through higher education platforms
such as edX and Coursera that offer MOOCs that follow more of
the objectivist, and some the constructivist approach.
Conflict in Theories
Constructivists and objectivists have different views on the
conditions that contribute to learning, but of most significance is
the difference in viewpoints of how (and where) learning happens
one views that knowledge is transmitted, the other that
knowledge is constructed from within. The conflict between the

two theories is ongoing. However, the root of the differences

between the theories of constructivist,
objectivist, andconnectivism, is best described as a difference in
epistemologythe nature, scope and development of human
knowledge.
Learning Theories and Instructional Methods
The learning theorys philosophy of how learning transpires as
reviewed, does translate into a set of instructional methods.
Below are characteristics of each of the three described above.
Readers will likely be very familiar with most if not all.
Characteristics of Instructional Methods Associated with
Objectivist Theories

Instruction is directive

Instructors transmit body of knowledge/skills to learners

Assessments: multiple choice, short answer tests, or essays

and projects graded by rubrics or checklists

Students require prerequisite skills for advancing through

curriculum

Instruction is sequential, linear, standardized

Efficient

And Characteristics with Constructivist Theories

Universal goals such as problem solving and critical thinking

Students generate knowledge through collaborative group

work

Learning is not linear, often exploratory in nature

Prerequisite knowledge not always required or considered

Instruction emphasizes learning in experiential contexts

Learning is social

Assessment varies

And Characteristics with Connectivist Theory

Learning is primarily online, open, learners engage within

network

Learning objectives are not pre-determined, emerge

throughout the course, determined by learners needs

Variety of content sources on web, extensive, accessible

Learners are self-directed, independent, know how-to-learn

Prerequisites not required

Learning is often disorganized, chaotic

Implications for Creating Optimal Learning

Is one set of instructional methods better than the other? No
and this is the crux of the post, that there is a variety of methods
that serve different learning needs. Its the skilled and intuitive
educator that analyzes a learning situation, leverages the
resources at his or her disposal (as per the Learning Design
Framework) and is able to analyze the situation and design the
very best learning experience for his or her student.
[Learning theories] outlined [above] suggest a set of
instructional principles that can guide the practice of teaching
and the design of learning environments. It is important that
design practices, must do more than merely accommodate the
[theorys] perspective, they should also support the creation of
powerful learning environments [specific to the student]
from Constructivism, Instructional Design, and Technology:
Implications for Transforming Distance Learning, Tam, 2000
Stay tuned for part three of the Learning Design series.
References

Tam, M. Constructivism, Instructional Design, and

Technology: Implications for Transforming Distance
Learning, Educational Technology & Society 3(2) 2000

The Learning Design Framework, Online Learning Insights