Edited by Jonathan Turner, Monday, 17 Mar 2014, 09:40
Behaviourism
Cognitivism
Constructivism
Strengths
- It is scientifically observable.
- It can be easily understood.
- Operant conditioning does not explain language learning as stated here, BUT it does explain the useful acquisition of untested chunks of language.
- It can be reproduced by a simple computer programme.
- The learner is active in the learning process.
- Emphasises the learner and the external environment.
- Motivation = learning to a large degree.
- Learning is more effective when it is ‘applied’ so it’s learning by doing.
- Incorporates scaffolding between new and previously learned material and so there is a sense that well-designed incremental learning units will lead to learning.
- Learners are co-creators of their own learning in a more democratic paradigm which also has implications for understanding elearning.
- The Zone of Proximal Development focuses on learner improvement and capacity.
- Schemes can be reproduced in a supremely flexible elearning environment.
- It is a widely held an understood paradigm giving it wider resonance an applicability.
- It is concerned with “innovative and creative minds”
- We understand what we construct ourselves more effectively.
- Learning is measured by learner outputs rather than tests and so is more real world.
Limitations
- Much of the experimentation was done on animals.
- It does not explain the social aspects of learning.
- It also ignores reflection, motivation, and cognitive load.
- In language learning for example computer based (audiolingual learning) gives only very limited gains in learning.
- It was not created with technology in mind, and doesn’t consider what technology brings principally the externalization of memory.
- Relies on scaffolded learning which doesn’t always happen with elearning, where learner initiated learning and informal learning often take place.
- Doesn’t address the centrality of co-construction of knowledge in elearning., which of course is central to Web 2.0.
- Comes from a psychological and sociological rather than an educational standpoint.
- Poor application of the principles can result in disorganized teaching.
- There are multiple and differing versions of constructivism making its application more complex.
- Significant teacher training is required for effective application.
- A constructivist approach may require learner training as well.
How do they assist the understanding of elearning?
- Much of the learning in Web 1.0 is behaviorist.
- We can use behaviorism as a way to measure elearning, i.e. is it behaviorist on one end of the cline (such as early versions of MOOCS) or connectivist at the other end (such as newer MIT MOOCS).
- Positive reinforcement could come in the form of an end-of-course certificate or badges.
- Could work in a carefully designed unit approach to learning.
- Old and new concepts can be linked and scaffolded effectively in an elearning context.
- Emphasizes the social nature of learning as does Web2.0
- Constructivist learning can take place without the ‘obvious’ presence of a teacher, making it work in an elearning paradigm.
- Elearning is more difficult to measure in a traditional testing environment and so the outputs that measure learning in constructivism are evidence of learning.
- There are as many learning opportunities as there are environments which are limitless in an elearning context.
Week 3 Summary of learning theories
Behaviourism
Cognitivism
Constructivism
Strengths
- It is scientifically observable.
- It can be easily understood.
- Operant conditioning does not explain language learning as stated here, BUT it does explain the useful acquisition of untested chunks of language.
- It can be reproduced by a simple computer programme.
- The learner is active in the learning process.
- Emphasises the learner and the external environment.
- Motivation = learning to a large degree.
- Learning is more effective when it is ‘applied’ so it’s learning by doing.
- Incorporates scaffolding between new and previously learned material and so there is a sense that well-designed incremental learning units will lead to learning.
- Learners are co-creators of their own learning in a more democratic paradigm which also has implications for understanding elearning.
- The Zone of Proximal Development focuses on learner improvement and capacity.
- Schemes can be reproduced in a supremely flexible elearning environment.
- It is a widely held an understood paradigm giving it wider resonance an applicability.
- It is concerned with “innovative and creative minds”
- We understand what we construct ourselves more effectively.
- Learning is measured by learner outputs rather than tests and so is more real world.
Limitations
- Much of the experimentation was done on animals.
- It does not explain the social aspects of learning.
- It also ignores reflection, motivation, and cognitive load.
- In language learning for example computer based (audiolingual learning) gives only very limited gains in learning.
- It was not created with technology in mind, and doesn’t consider what technology brings principally the externalization of memory.
- Relies on scaffolded learning which doesn’t always happen with elearning, where learner initiated learning and informal learning often take place.
- Doesn’t address the centrality of co-construction of knowledge in elearning., which of course is central to Web 2.0.
- Comes from a psychological and sociological rather than an educational standpoint.
- Poor application of the principles can result in disorganized teaching.
- There are multiple and differing versions of constructivism making its application more complex.
- Significant teacher training is required for effective application.
- A constructivist approach may require learner training as well.
How do they assist the understanding of elearning?
- Much of the learning in Web 1.0 is behaviorist.
- We can use behaviorism as a way to measure elearning, i.e. is it behaviorist on one end of the cline (such as early versions of MOOCS) or connectivist at the other end (such as newer MIT MOOCS).
- Positive reinforcement could come in the form of an end-of-course certificate or badges.
- Could work in a carefully designed unit approach to learning.
- Old and new concepts can be linked and scaffolded effectively in an elearning context.
- Emphasizes the social nature of learning as does Web2.0
- Constructivist learning can take place without the ‘obvious’ presence of a teacher, making it work in an elearning paradigm.
- Elearning is more difficult to measure in a traditional testing environment and so the outputs that measure learning in constructivism are evidence of learning.
- There are as many learning opportunities as there are environments which are limitless in an elearning context.