# data[].attributes.body
- Learning occurs as a result of experience, such as repetition and positive reinforcement
-Factors that influence learning:
- stimulus, response, and association
- The role of memory is overlooked, forgetting is a result of "nonuse" of a response
- Transfer occurs as a result of generalization, such as applying specific skills to a similar/different situation
- Learning discrimination, association, generalization, and chaining have been proven to be most effective when Behaviorist theory is applied
- Assumptions/Principles related to Instructional Design:
- no measurable/quantitative data
- learner analysis: preassessment
- sequencing: emphasis on mastering steps in order
- reinforcement to impact performance
- use of cues/shaping
- Learning is structured around instruction/presentation of stimulus, and the opportunity for the learner to practice making the response.

# data[].attributes.body
- Learning is a change in cognitive structures as a result of instruction/experience
- Factors that influence learning:
- environmental conditions
- practice with corrective feedback
- changing the learner by encouraging use of learning strategies
- The role of memory is to store and organize information in a meaningful manner for later use
- forgetting is the inability to retrieve information
- Transfer occurs a a result of the learner applying what has been learned to a different context
- Cognitivism is best used when complex forms of learning are required, such as reasoning, problem-solving, and information processing
-Assumptions/Principles related to Instructional Design:
- active involvement of learner
- hierarchal analysis
- use of cognitive strategies
- recall of prerequisite skills
- Teachers should structure learning/arrange environmental conditions so students can respond properly to presented stimuli; learners can connect past information to new content
- no measurable/quantitative data

# data[].attributes.body
- Learning is a process in which new knowledge is constructed based on past schema, then each individual constructs a different meaning of new knowledge presented.
- Factors that influence learning:
- past knowledge
- individual learner
- The role of memory is to be reliable for the learner to recall to form new interpretations and apply to new content
- The role of transfer to connect new meanings, which can be facilitated by authentic tasks in meaningful contexts.
- Constructivist views state that learning types are not independent of context of learning. However, it is argues that constructivism is most effective in acquisition of knowledge.
- Assumptions/Principles related to Instructional Design:
- knowledge is not abstract, but is linked to past knowledge
- anchoring learning and meaningful contexts
- actively use what is learned
- revisit content in different contexts for different purposes
- develop pattern recognition skills
- present new problems
- Structure for learning:
- Teach students to construct meaning
- align experiences for learner for authentic learning
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# data[].attributes.body
Learning Theories. (2020). YouTube. Retrieved December 31, 2022, from https://youtu.be/FDubEVe7Jjw.

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.