In addition to the infographic, please also see the table below it for more information about each learning theory.
| Learning Theory | Behaviorism | Constructivism | Cognitivism | Connectivism | Andragogy |
|---|---|---|---|---|---|
| Summary | Focused on observable and measurable behaviors resulting from responses to stimuli | Learning is an active and social process whereby new knowledge is constructed upon the foundation of previous experiences | Focused on the mental processes of the learner and how the mind receives, processes, stores, and retrieves information | Emphasizes how new technologies such as web browsers, social media, wikis, and online discussion forums have led to new ways of learning | The practice of teaching adult learners, which is also known as “adult education” |
| Theorists | Ivan Pavlov, J.B. Watson, B.F. Skinner | Jean Piaget, Lev Vygotsky | Jerome Bruner, Albert Bandura | George Siemens, Stephen Downes | Malcolm Knowles |
| Related Concepts | Classical Conditioning, Operant Conditioning | More Knowledgeable Other (MKO), Zone of Proximal Development (ZPD), Scaffolding | Social Cognitive Theory, Cognitive Load Theory | Massive Online Open Course (MOOC) | Formal vs. Informal vs. Non-formal Learning |
| Strengths | Allows teachers to use quizzes and tests to measure outcomes; works well for objective lessons, with clear “right” and “wrong” answers | Learners are actively engaged instead of passive listeners; Emphasis on critical thinking skills, so students learn the “how” and “why” of the topic | Well-suited for complex forms of learning, such as reasoning, analysis, and problem-solving; teachers can present new information in a manner that is meaningful to a learner | Open-source approach to knowledge; Not limited by time or space; No central authority to determine what and how content is taught and learned | Understanding andragogy and applying the principles can lead to highly engaging learning experiences tailored specifically for adults |
| Weaknesses | Focuses on the results and not the process; does not encourage critical thinking and analysis; punishment can weaken a behavior, but the underlying behavior still exists | Less structure might be difficult for some students; Without traditional evaluation methods, it might be difficult for teachers to see when students are falling behind | Relies on mental processes which we cannot directly observe; relies on active participation and intrinsic motivation of the learner, so if the learner is disinterested, learning might not be possible | There may not be a clear path for learners | Because the quality of adults’ lived experiences can vary, there may be a greater need for individualization of teaching and learning practices; Some teachers might find it challenging to change their teaching style to match the needs of adult learners |
| Implications for Instructional Design | Gamification that rewards points and badges (positive reinforcement) for correct answers (desired behaviors); multiple-choice and true/false tests and quizzes to measure outcomes | Focus on exploration; Provide opportunities for learners to observe and react to real-life situations; Use student-centered learning objectives such as justify, analyze, and evaluate; Encourage learners to reflect on their experiences | Use relevant examples and analogies so learners can make connections with previously learned material; Provide information in manageable pieces to allow learners to process new information effectively; Eliminate irrelevant details such as background music and decorative graphics | Use social media groups and online discussion; encourage exploration of online sources for information | Give learners the chance to choose their paths so they can learn what is relevant to their needs; Allow learners to share their experiences and demonstrate their capabilities using collaborative discussion and group activities. Discussion boards are great for this purpose; Address the learners’ needs quickly by aligning activities with real-world scenarios. Give them immediate opportunities to apply what they learn. Assign projects that will allow learners to demonstrate their skills. |
Download/view a PDF version of this table.
References
Bandura A. (2005). The evolution of social cognitive theory. In K.G. Smith & M.A. Hitts (Eds.) Great Minds in Management (pp 9-35) Oxford: Oxford University Press. Retrieved from https://d37djvu3ytnwxt.cloudfront.net/assets/courseware/v1/e57a5dfc0367fe26ee4ff80c9433e74e/asset-v1:USMx+LDT100x+2T2017_2+type@asset+block/Bandura2005.pdf
Blondy, L. C. (2007). Evaluation and application of andragogical assumptions to the adult online learning environment. Journal of Interactive Online Learning, 6, 116–130. Retrieved from http:// www.ncolr.org/jiol/issues/pdf/6.2.3.pdf
Bruner, J. S. (1966) Toward a Theory of Instruction, Cambridge, Mass.: Belkapp Press.
Bruner, J. S. & Postman, L. (1949). On the perception of incongruity: A paradigm. Journal of Personality, 18, 206-223.
Cochran, C., & Brown, S. (2016). Andragogy and the Adult Learner. In Supporting the success of adult and online students: Proven practices in higher education (pp. 73–84). CreateSpace Independent Publishing Platform.
Constructivism. Learning Theories. (2020, March 5). Retrieved October 5, 2021, from https://www.learning-theories.com/Constructivism.html.
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
Mellanby, J., & Theobald, K. (2014). Education and learning: An evidence-based approach. Wiley-Blackwell.
Michela, E. (2018). Cognitivism. In R. Kimmons, The Students’ Guide to Learning Design and Research. EdTech Books. Retrieved from https://edtechbooks.org/studentguide/cognitivism
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). San Diego, CA: Elsevier.
Tscoshanov, M. (2013) Engineering of Learning: Conceptualizing e-Didactics. Moscow. Retrieved from https://iite.unesco.org/pics/publications/en/files/3214730.pdf
Western Governors University. (2021, May 27). Connectivism learning theory. Western Governors University. Retrieved October 22, 2021, from https://www.wgu.edu/blog/connectivism-learning-theory2105.html.
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