Learning Theories for Online Education - Assignment Example

Learning Theories for Online Education Name Institution Date Table of Contents Learning Theories for Online Education 1 Table of Contents 2 Learning Theories for Online Education 13 2 Introduction 3 Behaviorism 3 Cognitivism 4 Constructivism 5 How technology can support learning within the context of these theories 6 Piaget’s Theory of Learning 6 Vygotsky’s Theory of Learning 8 Bruner’s theories of learning 9 Similarities 10 Differences 10 Discussion 11 Conclusion 12 References 12 Introduction Various people learn different things in different ways. This is because knowledge is not found within people but has to be found outside through human senses. This can also be referred to as empiricism (Hammond et al, 2001). Further, the environment that one lives together with their mind can influence what they learn. Philosophy based theories on learning can be used to demonstrate this. The philosophy proposed by Jean-Jacques Rousseau (1712-1778) clearly demonstrates the ability of one to acquire knowledge from what is instilled in them. He stated that a child should be shaped by education. In the same philosophy, he stated that a child should be permitted to develop in a natural way. In addition, a scientific approach can be used to demonstrate how people learn. This comes in the psychology-based learning. In this theory, humans are seen to be advanced mammals that operate by responding to stimulus. Under this, learning is presented as an association that exists between impressions of sense and action impulses. The process of learning can be thought of as a trial and error exercise. Various other theories have been used to describe how people learn. This paper looks to explore some of these methods. Behaviorism According to Cherry (2012), behaviorism is a theory of learning that is based on the thought that behaviors can be acquired by conditioning. In this school of thought, a behavior is studied through a systematic and observable way without considering the states of the internal mental. This theory is seen to suggest that instructions can be achieved by objectives that are measurable, observable and controllable and are set by the teacher so as to be taken by the student. Various mechanisms can be used to influence one’s behavior and hence achieve learning through behavior. For instance, Leonard (2002) suggested that learning by behaviorism involves the control of one’s whole physical presence by rewarding and punishment. By controlling the behavior of the person, the convincing agent tries to control all the aspects of someone’s life. Another mechanism is behavior modeling where people learn by observing. Through observation, one’s behavior is shaped. At times, the behavior of people can be modified through some therapy. This is mostly used on learning to correct dysfunctional behavior. But behaviorism is seen to be seeking to influence people by techniques of behavior control which use behavior-modification as well as methods of conditioning the operant in accomplishing its mission. In addition, behaviorism only offers limited explanations for the behavior of humans. Besides, it suggests that only behaviors that are observable can be studied (Tomic, 1992). Cognitivism Cognitivism describes how information can be processed so as to generate learning. In essence, it demonstrates the change in the mental behavior of a learner. This theory investigates how information moves from the sensory memory of an individual to their working memory and finally to their long-term memory. It therefore focuses on gaining the attention of the learner.itg is after the attention of the learner is gained that rehearsal and visualization will take place so as to transport the information to the memory. AsiaeUniversity (2009) suggest that cognitive psychology is focused on how people understand, think and know. It emphasizes on investigating how people understand and represent the world outside them from within and how their thinking ways of the world can influence their behavior. This theory, however, does not fully account for individuality. In addition, the suggested process of knowledge acquisition, the model for input-process-output, is deterministic and mechanistic, and therefore not very elaborate. Besides, knowledge acquisition has some affective characteristics that are not covered by the cognitive theory. Constructivism In theory, learning is purported to be achieved as a process of constructing knowledge. It states that individuals usually construct their own knowledge and understanding of the world by experiences that they go through and their reflections on those experiences. This theory presents learning as an active process where knowledge is gained from experience and the process of learning is presented as an individual’s interpretation of world. It therefore lays emphasis on understanding and solving problems. In the process of learning through constructivism, the instructor adapts the curriculum to address the suppositions of students. The instructor also poses problems that have emerging relevance to the students and emphasizes on hands-on and real world experience. He further negotiates the objectives and goals of the process with the learners. In addition to these, the instructor values the opinions of the students. Through this, he creates new comprehension to the students by coaching them and uses any errors made to inform the students of their progress and to help them change their ideas. The constructivism theory is therefore seen to be a more realistic approach in describing the process of learning. It can be said to be a holistic approach to the process of learning (Giesen, 2005). How technology can support learning within the context of these theories Theories of teaching and learning can be enhanced by appropriate use of technology. This is because technologies as well as the current conceptions of psychology on learning, instruction and thinking inspire each other in mutual ways. On one hand, technology in education serves to realize and facilitate the approaches used in education which come from prevailing conceptions on psychology. On the other hand, importing technology into education means challenging the education and creating the need for psychological explanations. By using technologies like Microsoft office technology, teaching is made simple. For instance, an experiment carried out by Mishra et al (2007) found the use of Microsoft PowerPoint effective in presenting behavioral tutorials. Besides, they used Inspiration software on cognitive psychology and this tool gave them important facets of the theory. New technologies together with principles of pedagogy lead to important changes on the role of a teacher since it makes the understanding of issues to be easier. Piaget’s Theory of Learning Jean Piaget (1896-1980) was a developmental psychologist of French-Swiss origin who was known for categorizing cognitive development to a number of stages. He constructed an influential model that is used to explain the development and learning of a child. Piaget explored what his theory would imply to all aspects of intelligence, moral development and cognition. Most of his experiments focused on developing logical and mathematical concepts. Piaget’s theory is a theory of development, one that involves the interaction of various factors like experience with other people, maturation, culture, object, language and other internal regulations to enhance cognitive growth in children (Gallagher and Reid, 2002). The theory is based on the concept that to a child who is developing constructs cognitive structures. In addition, his theory used schema to enhance the response and understanding of the physical world. Through his theory, he showed that the cognitive structure of a child increases in a sophisticated manner with development by advancing from little natural reflexes like sucking and crying to complicated mental activities. This theory therefore proposes that conceptual models are developed in people by accommodating or assimilating new information. The theory is divided into four stages of development: Sensorimotor stage (birth to two years) In this stage, a child builds some set of concepts on reality and its working by interacting physical with the environment around them. In this stage, the child is not aware that the physical objects stay in existence whether in sight or not. Preoperational stage (ages 2 to 7) In this stage, the child does not think abstractly and will need physical situations that are concrete. Concrete operations (ages 7-11) The physical experience is accumulating and the child begins to conceptualize. This child creates some logical structures that try to explain the physical experiences. At this stage, the ability to solve problems abstractly is possible. For instance, the child can solve arithmetic equations using numbers and not just objects. Formal operations (beginning at ages 11-15) At this stage, the cognitive structures of the child are similar to those of the adult and this includes reasoning conceptually. Vygotsky’s Theory of Learning Lev Vygotsky’s (1896-1934) works have been a foundation to most research works and cognitive development theory for many years. The theories emphasize on the role that social interaction plays in cognitive development. He believed that the society plays a key role in making meaning out of something (McLeod, 2007). Vygotsky supposes that when children are born, they have the basic ability to develop intellectually. By interacting with their socio-cultural environment, their abilities develop into more complex and effective intellectual processes, referred to as higher mental functions. For instance, the memory of a young child is restricted by biological factors. Conversely, their culture determines what type of memory approach that they develop, like carrying pebbles, repeating ancestors’ names until they can repeat large numbers. According to Vygotsky’s Theory of Learning, learning is not seen as development. However, when learning is properly organized it leads to mental development and this initiates various processes of development which would otherwise not have been developed if it were not for learning. Vygotsky therefore believes that much of what a child learns comes from social interaction with an instructor. This instructor will model the behaviors and give verbal instructions to the child. This is referred to as collaborative dialogue. The child tries to understand the instructions given and internalizes it so as to use it as a guide to their performance. Bruner’s theories of learning According to Bruner, thinking comes as a result of cognitive development. Therefore, as children grow, they have to find ways of representing the regularities that recur in their environment. Bruner proposes that learning does not just lead to concepts and procedures of problem solving that had been invented by culture but gives one the ability to invent the things themselves. His theory suggests that as children develop, they get ready for various types of knowledge at different periods. Therefore, for one to teach something to a child they have to understand the way the structure of the child’s method of viewing things can be represented (Salkind, 2004). Bruner presented three modes of information storage in the memory (representation). Enactive (0 to 1 years) Information that is action based is encoded and stored in the memory. For example, a baby may recall shaking a rattle through muscle memory movement. The child will represent precedent events by motor responses. Iconic (1 to 6 years) Information is visually stored as images. To some, it may be conscious but some don’t experience it. In fact, his is why diagrams are at times used when a new subject is learnt. Symbolic (7 years and above) In this stage, information storage is by a code or symbol. Since symbols are manipulatable, the user is not restricted to images. Knowledge is therefore stored as words or mathematical symbols. Similarities All the theories believe that children are curious beings who want to be actively involved in the process of their learning as well as the development and discovery of new schemas. In addition, both Bruner’s and Vygotsky’s theories believe that culture plays an important role in the development of a child. All of these theories believe that people are wired genetically to certain capabilities that are basic, like the ability to differentiate sounds and respond to moving objects. Differences Piaget’s Theory Vygotsky’s Theory Bruner’s theories Emphasizes on discovery as a self initiative. The stages of development represent different modes of thought at the different points of development. Language development is a consequence of cognitive development. Lays emphasis on development through social interaction. The stage of development will be determined by what the child has gained from the society and the environment around the child. Emphasizes on the role of language in cognitive development. Suggest that development is determined by the extent of appropriate instruction given to the child. Bruner does not see the different stages as representing different thought modes at different development points. Language development is a cause of cognitive development and not a consequence of it. Discussion The three theories as proposed by Piaget, Vygotsky and Bruner emphasize that cognitive development is linked to the construction of knowledge in the brain in a social context. Their work is instrumental in setting up a foundation for grouping of various ages. For instance, Vygotsky asserted that a child acquires the most skillful experience in education by collaborating with skilled partners. In a setting with many ages, various opportunities for interaction exist and this includes exchange of experiences. Piaget argued that the most crucial factor towards the cognitive development of a child is the interaction with peers. This gives the opportunities for cognitive conflict and arguments or debating with others. The interaction helps the child to decenter and to consider the opinion of others. Bruner added that constructing knowledge cannot be done in isolation but in a social context. Since the child is a social being, social life helps the child to acquire a framework that helps in interpretation of experiences. Conclusion The theories proposed by Piaget, Vygotsky and Bruner present the child as a being who is capable of adapting to various environments. It is therefore the context that is around the child that determines the kind of knowledge acquired and the level of experience of the knowledge that the child will acquire. Besides, the child is a being that easily interacts with other children and the children can influence each other in the kind of knowledge that they acquire by interacting. References AsiaeUniversity, 2009. Learning Theories: Cognitive Learning Theories. Cherry Kendra, 2012. What is Behaviorism. Retrieved on December 23rd 2012. From: http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm. Gallagher Jeanette McCarthy and Reid D. Kim, 2002. The Learning Theory of Piaget. iUniverse, USA. Giesen Janet, 2005. Constructivism: A Holistic Approach to Teaching and Learning. Northern Illinois University, USA. Hammond et al, 2001. How People Learn: Introduction to Learning Theories. The Learning Classroom: Theory into Practice A Telecourse for Teacher Education and Professional Development. Stanford University School of Education. Leonard C. David, 2002. Learning Theories: A to Z. Greenwood Publishing Group. London. McLeod Saul, 2007. Lev Vygotsky. Retrieved on December 24th 2012 from: http://www.simplypsychology.org/vygotsky.html. Mishra et al, 2007. Teachers, Learning Theories and Technology. USA. Salkind J. Neil, 2004. An Introduction to Theories of Human Development. Sage Publications, Carlifonia. Tomic Welco, 1992. Behaviorism and Cognitivism in Education. The Open University, Netherlands. Read More

At times, the behavior of people can be modified through some therapy. This is mostly used on learning to correct dysfunctional behavior. But behaviorism is seen to be seeking to influence people by techniques of behavior control which use behavior-modification as well as methods of conditioning the operant in accomplishing its mission. In addition, behaviorism only offers limited explanations for the behavior of humans. Besides, it suggests that only behaviors that are observable can be studied (Tomic, 1992).

Cognitivism Cognitivism describes how information can be processed so as to generate learning. In essence, it demonstrates the change in the mental behavior of a learner. This theory investigates how information moves from the sensory memory of an individual to their working memory and finally to their long-term memory. It therefore focuses on gaining the attention of the learner.itg is after the attention of the learner is gained that rehearsal and visualization will take place so as to transport the information to the memory.

AsiaeUniversity (2009) suggest that cognitive psychology is focused on how people understand, think and know. It emphasizes on investigating how people understand and represent the world outside them from within and how their thinking ways of the world can influence their behavior. This theory, however, does not fully account for individuality. In addition, the suggested process of knowledge acquisition, the model for input-process-output, is deterministic and mechanistic, and therefore not very elaborate.

Besides, knowledge acquisition has some affective characteristics that are not covered by the cognitive theory. Constructivism In theory, learning is purported to be achieved as a process of constructing knowledge. It states that individuals usually construct their own knowledge and understanding of the world by experiences that they go through and their reflections on those experiences. This theory presents learning as an active process where knowledge is gained from experience and the process of learning is presented as an individual’s interpretation of world.

It therefore lays emphasis on understanding and solving problems. In the process of learning through constructivism, the instructor adapts the curriculum to address the suppositions of students. The instructor also poses problems that have emerging relevance to the students and emphasizes on hands-on and real world experience. He further negotiates the objectives and goals of the process with the learners. In addition to these, the instructor values the opinions of the students. Through this, he creates new comprehension to the students by coaching them and uses any errors made to inform the students of their progress and to help them change their ideas.

The constructivism theory is therefore seen to be a more realistic approach in describing the process of learning. It can be said to be a holistic approach to the process of learning (Giesen, 2005). How technology can support learning within the context of these theories Theories of teaching and learning can be enhanced by appropriate use of technology. This is because technologies as well as the current conceptions of psychology on learning, instruction and thinking inspire each other in mutual ways.

On one hand, technology in education serves to realize and facilitate the approaches used in education which come from prevailing conceptions on psychology. On the other hand, importing technology into education means challenging the education and creating the need for psychological explanations. By using technologies like Microsoft office technology, teaching is made simple. For instance, an experiment carried out by Mishra et al (2007) found the use of Microsoft PowerPoint effective in presenting behavioral tutorials.

Besides, they used Inspiration software on cognitive psychology and this tool gave them important facets of the theory. New technologies together with principles of pedagogy lead to important changes on the role of a teacher since it makes the understanding of issues to be easier.

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