Different Approaches to Learning: An Overview of Behaviourism, Cognitivism, Constructivism, and Connectivism Clayton R. Wright crwr77[at]gmail.com
People are able to learn in a variety of ways. Below are four approaches to learning that can be used to help you design learning activities and materials.
Behaviourism (Pavlov, Thorndike, Watson & Skinner) The mind is a ³black box´. Thus, the focus is on the end product of learning rather than how learning occurs. A direct link between input (stimulus) and output (response) exists. One manipulates the inputs to produce the desired behaviours. Positive and negative feedback can used to reward, reinforce, or eliminate specified behaviours. Learners learn at their own pace. y
y y
y
Implications of Behaviourism The focus is an observable behavior that can be measured. Often aspects of learning that are difficult to measure, such as changes in attitudes, are the most important components to an education. The type of feedback administered ad ministered affects the learning outcomes. R epeated epeated behavior becomes automatic. Behaviourism supports self-paced, individualized learning. y
y y y
Cognitivism (Ausubel, Gagne, Briggs & Wagner) Information is processed in the t he mind. Changes in behavior are examined for indicators of processes occurring in the brain. How information is registered, stored in working (short) and long-term memory, and processed affects how and what we learn. y y y
Implications of C of Cognitivism As the brain has a limited limited capacity capac ity to process information, information must be broken into smaller pieces. In order to retain new information, the material must be presented with distinct features that help the learner to distinguish the new information from previously learned material. Learners must be given the opportunity to practice in order to anchor the new information to previously learned material. y
y
y
Constructivism (Bartlett, Duguid & Vgotsky) We construct our own perspective of the world. Learning is an active act ive process ± the mind alters the information within its own contextual experience based on past experiences, beliefs, and mental structures. New New knowledge is built upon previous knowledge. Learning is socially constructed. We learn best when working in groups. y y
y y
Implications of C of Constructivism We learn by doing and working in groups. We learn by solving problems We learn by reflecting on our o ur personal actions and collaborative learning experiences. y y y
Connectivism (Siemens, Downes & Anderson) Learning is built upon networks of o f information, contacts, and resources that are applied to solve real or imaginary problems. Information is not concentrated in one place, p lace, but distributed. The learning process requires individuals to gather, sort, and prioritize information. information. y
y y
Implications of C of Connectivism Learning depends on the development of networks that may offer o ffer a diversity of opinions. Learners should be introduced to a variety of information sources. Effective learning occurs if one nurtures networks and can see connections among the resources, ideas, and concepts provided by the network. Decision-making is a learning process. y y y
y
Groups
vs Networks (Adapted from Anderson, nderson, T. 2010. Three Generations of Distance Education
Pedagogy: Past, Present and Our Networked Future presented online for the Canadian Institute of Distance Education R esearch, esearch, May 2010)
Group Conscious membership Leadership and organization Cohorts and paced R ules ules and guidelines Access and privacy controls Focused and often time limited Expected that members will help each other ot her May be blended
Network Shared interest/practice Fluid membership that self-organizes Friends of friends R eputation eputation and altruism driven Emergent norms, structures Activity ebbs and flows; time is infinite Little expectation of direct reciprocity R arely arely face-to-face
Small groups can be very effective e ffective as they provide cognitive and social soc ial support. Groups can be guided or steered and are required to follow certain rules or guidelines. Members of the grou p get to know or meet each other. However, people must be willing w illing to meet at a specific time and in a physical or virtual place. Often, all members of the group proceed at the same pace. Networks Networks are comprised of people who share a common interest and contribute co ntribute to the development of the network because they want to help others and/or improve the world. They also want to obtain accurate, up-to-date information that is contextualized for a specific situation. Frequently, members of the network do not meet or know all members of the network. N network. Networks etworks can be difficult to guide and t o sustain the motivation and commitment of the membership.
