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Overview: Constructivist learning theory suggests that learners build their understanding of the world by actively engaging with new experiences and ideas. It emphasizes the role of prior knowledge and personal reflection in shaping learning outcomes. Through interaction with others and hands-on activities, learners construct meaning and develop deeper understanding. This approach encourages critical thinking and problem-solving skills by promoting active participation in the learning process.

Ideal for Synchronous: Encourages real-time collaboration, immediate feedback, and dynamic discussions.

Instructional Model: Project-Based Learning (PBL) allows students to engage in complex tasks and create meaningful projects through live interaction, collaborative work, and immediate support from instructors and peers.

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Constructivism is an important learning theory that educators use to help their students learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn. So everyone's individual experiences make their learning unique to them.

Constructivism is crucial to understand as an educator because it influences the way all of your students learn. Teachers and instructors that understand the constructivist learning theory understand that their students bring their own unique experiences to the classroom every day. Their background and previous knowledge impacts how they are able to learn. Educators are able to use constructivist learning theory to help their students understand their previous knowledge. If you're a current or aspiring educator, it's important to get the education and credentials you need. But it's also important to understand learning theories and how they impact you and your students. This guide will tell you more about the constructivist learning theory and how it helps you as a teacher.

There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory.

Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student's previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning.

People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.

Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it's not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can't just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.

Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning. Isolating learnings isn't the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge.

Learning is contextual. Students don't learn isolated facts and theories separate from the rest of our lives-we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us.

Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table. So the way and things people learn and gain from education will all be very different.

Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren't enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.

Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it's difficult for learners to reach into their past experience and make connections for new learning.

There are different types of constructivism that educators can use to find success with this learning theory.

Cognitive. Cognitive constructivism focuses on the idea that learning should be related to the learner's stage of cognitive development. These methods work to help students in learning new information by connecting it to things they already know, enabling them to make modifications in their existing intelligence to accommodate the new information. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children.

Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive constructivism with the added element of societal and peer influence.

Radical. Radical constructivism is very different from cognitive and social constructivism. It focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us function in our environment. The overall idea is that knowledge is invented, not discovered. The things we bring to the table make it impossible for us to have truth, only interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974.

It's important to understand how teachers can apply constructivism inside their classroom to create a unique learning environment for students. In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner's level of understanding.

Constructivist classrooms rely on four key areas to be successful:

Shared knowledge between teachers and students.

Shared authority between teachers and students.

Teachers act as a guide or facilitator.

Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways. Constructivist classrooms focus on student questions and interests, they build on what students already know, they focus on interactive learning and are student-centered, teachers have a dialogue with students to help them construct their own knowledge, they root in negotiation, and students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.

The biggest criticism of constructivist learning is its lack of structure. Some students need highly structured and organized learning environments to thrive, and constructivist learning focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on student progress, which can lead to students falling behind and not meeting standardized grading requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path. Additionally, it's valuable for teachers to understand different learning theories and how they impact their classroom and their students.

Subscribe to the WGU Blog

Stay up-to-date with the latest articles, tips, and insights from the team at WGU

Our focus on your success starts with our focus on four high-demand fields: K-12 teaching and education, nursing and healthcare, information technology, and business. Every degree program at WGU is tied to a high-growth, highly rewarding career path. Which college fits you?

Want to see all the degrees WGU has to offer? View all degrees

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Constructivism is an important learning theory based on the idea that learners build on their existing foundation to learn new information. Learn more about constructivism and how it impacts education.

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Digital Resources

Google Classroom: Provides a platform for managing projects, sharing resources, and giving feedback.

Padlet: Offers a collaborative space for brainstorming and sharing ideas.

Pros: Promotes autonomy, creativity, and critical thinking.

Cons: Students need strong self-regulation and time management skills.

Grade Level Considerations: More suitable for older students who can manage their own learning.

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Yes, we provide PBL training for educators!

PBLWorks offers a variety of PBL workshops, courses and services for teachers, school and district leaders, and instructional coaches - whether you're just getting started or advancing your practice.
Learn more

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We created this resource to provide a host of ideas, examples, and tools for teachers to keep students connected and engaged in PBL during remote learning, so a project is just as powerful as what would be expected in their face-to-face classroom.

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Overview: Blended learning is an educational approach that combines traditional classroom teaching with online learning activities. It aims to leverage the strengths of both methods, offering students flexibility in how, when, and where they learn. This approach often integrates digital tools and resources to enhance engagement, personalize learning experiences, and cater to diverse student needs and learning styles.

Ideal for Hybrid Learning: Combines asynchronous content delivery with synchronous interaction.

Instructional Model: Flipped Classroom model allows students to learn content independently and engage in interactive activities during live sessions.

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George Lucas Educational Foundation

Looking for the right mix of face-to-face instruction with technology-mediated activities? Find tips and resources for structuring learning across a range of blended-learning models.

Sort by:

An educator with experience in distance learning shares what he's learned: Keep it simple, and build in as much contact as possible.

Replacing your lectures with self-made videos can boost students' engagement and free you up to work with them directly.

Instructional videos can help students learn at their own pace and free up time for teachers to support students individually.

Rotation stations allow students to learn in a range of modalities, while making differentiation manageable for one teacher.

This differentiation approach frees teachers up to meet students' needs. The result? Students only tackle material they're ready for, and all students achieve mastery.

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George Lucas Educational Foundation Looking for the right mix of face-to-face instruction with technology-mediated activities? Find tips and resources for structuring learning across a range of blended-learning models. Sort by: An educator with experience in distance learning shares what he's learned: Keep it simple, and build in as much contact as possible.

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Digital Resources:

EdPuzzle: Enables interactive video lessons with embedded quizzes.

Formative: Provides formative assessments and real-time feedback.

Pros: Flexibility, efficient use of live class time, personalized learning.

Cons: Requires planning and access to technology.

Grade Level Considerations: Suitable for all grades, with appropriate support and scaffolding.

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A Shift In Blended Learning Is Happening Now

Most organizations have an average training completion rate of 20-30%. [1] This is depressingly low. Poor completion is mostly down to employees having too many competing demands, busy schedules, and not having the space to learn the way they want to.

But if the Great Resignation has taught us anything, it's that employees want development opportunities that lead to more fulfilling work. That's why many organizations are now looking to better support employees with a variety of learning methods to make learning accessible, fun, and engaging.

As cultural shifts and new ways of working continue to evolve, so must our approach to learning. One way to do this is through a new kind of blended learning approach-one that supports more collaboration, flexibility, and personalization than ever before.

Read on to learn more about asynchronous vs. synchronous learning, what to look for in an LMS, and why a collaborative learning approach is critical for organizations looking to promote group learning.

A Shift In Blended Learning

Traditional blended learning combines:

In-person, live, instructor-led training sessions

Digital online learning sessions which can include audios, videos, and other media-rich supporting resources

Structured self-study time based on the live classroom sessions and the online learning materials

Today, businesses and technology are evolving more drastically than ever, so learning must be similarly light on its feet. Luckily, organizations have an opportunity to completely rethink approaches to blended learning to keep up with these changing times.

Even before the shift to remote working, experts highlighted the importance of collaboration and digital connectivity instead of traditional top-down training. Today, employees demand more from their learning-but it's just not possible to achieve with training that is dictated from the top, whether it's in person or online.

The blended element of learning-splitting training into two elements-is worth preserving, but what if we didn't think about learning as physical vs. digital and, instead, found a framework better suited for how people learn, work, and consume content today?

The new blended learning should combine:

Synchronous collaborative learning (such as live video sessions and collaborative workshops in breakout rooms)

Asynchronous collaborative learning (such as collaborative learning platforms and peer feedback on projects)

This new approach focuses on which learning experiences should be synchronous and which should be asynchronous, with collaboration as the key factor in both cases.

Best Tools For Building Effective Blended Learning Programs

Whether you're educating leaders on the value of soft skills, providing on-the-job training to sales reps, or onboarding new hires, you need practical training tools centered around collaboration. Today, a learner's experience is only as good as the training toolkit.

So, what tools do you need at your disposal to build this new type of blended learning program? Here, we share our top 5.

1. A Learning Management System

The right Learning Management System (LMS) allows you to create, manage, and deliver eLearning content. Organizations use LMSs to manage and scale their online learning programs.

According to a Deloitte report, the average employee only has time to dedicate 1% of their work week to skill development-that's about five minutes each day in a 40-hour work week. [2]

An effective, high-quality LMS can make it possible to schedule blended learning in convenient, shorter courses with different modalities over a few days or weeks to increase learning retention and fit better into busy employee schedules.

With an LMS, employees can engage with their learning in their own time and space. And the software can automatically track employees' progress. It enables L&D managers to check in on those who've paused at certain points to ascertain if the training module is too difficult, too long, or if they have simply forgotten to continue.

2. A Webinar Platform

Webinars are the perfect synchronous approach to bridging the gap between online training and in-person sessions. It's a happy medium that can help perfect the combination and, therefore, an ideal fit for a blended learning environment. People can ask questions, interact, (whether that be peer-to-instructor or peer-to-peer), and webinars can be recorded for individuals who can't attend.

Webinars have the flexibility to be carried out cost-efficiently for both small and large audiences. Having a platform to conduct virtual learning sessions is crucial in enabling group participation as part of a blended learning program.

Platforms like Zoom and Livestorm are great for boosting engagement, particularly as they have features such as chat and poll functions, pre and post surveys, and break-out rooms which allow smaller groups of people to collaborate and share knowledge.

The best way to make webinars part of essential blended learning tools is to schedule them in advance at a convenient time for all to avoid conflicts. Also, you should send out timely reminders of the session with an outline of what will be discussed before the date. That way, team members have enough time to do background research on the topic and prepare to participate by asking questions they may wish to ask.

Once the webinar has ended, ensure you ask teams for follow-up on how the training was and if any questions were not answered during the session.

3. Video Software

Training videos reduce costs and provide learners the convenience to learn at their own pace. Video platforms like Vyond and Powtoon enable anyone to create effective training videos. But be sure to choose the right video format for sharing subject matter expertise. The most effective types of video in learning are:

Storytelling - You can use a video storytelling format to share your company's mission, core values, or even share a day in the life of your colleagues. This makes for a great learning experience as part of your onboarding program.

Screen recording explainer videos - Typically a recording of a trainer's screen demonstrating specific software features alongside audio narration, screen recordings are highly effective in enabling learning in the flow of work.

Live videos - Some sessions will always benefit from live support, especially from a Subject Matter Expert. Facebook Live's feature is a good example of live video used to stream sessions that create opportunities for learners to connect, ask questions, and provide feedback.

Interactive videos - Interactive videos break the monotony and get the viewers involved instead of them passively consuming videos. Typically, it's done using engagement prompts such as questions, quizzes, and the like in your videos to spark a dialogue.

Top tip: As videos are likely to be a major part of your content creation strategy, be sure to consider an LMS that makes it easy to embed videos into your courses.

4. An Authoring Tool

An authoring tool is a program that helps you design a digital course and publish it in desired formats. Instead of creating a course through codes or an in-house developer, an authoring tool enables you to use drag-and-drop as well as other user-friendly interfaces to create a course and upload the content to your chosen learning platform.

While a standalone authoring tool allows those with little to no coding or developer abilities to easily and quickly create digital courses, Learning Management Systems with built-in authoring capabilities make it even easier to scale content creation.

An authoring tool is essential in supporting collaborative learning cultures because it enables anyone to create a course. This means Subject Matter Experts can share their knowledge and incorporate peer feedback to become a true learning organization.

5. A Collaborative Learning Platform

Collaborative learning is a training approach where employees share their expertise and knowledge, teaching and learning from each other simultaneously. This group learning enhances the learning experience by capitalizing on each team member's ideas, skills, and institutional knowledge.

Collaborative learning is one of the keys to effective blended learning and part of a larger trend toward more interdependence. Companies are transitioning from the hierarchical top-down management styles to high-accountability, low-authority models. Today, people rely more on group work than individual project ownership for better results.

Unlike traditional corporate training, collaborative learning is fast, democratized, iterative, relevant, and impact-driven-all beneficial for blended learning.

Collaboration Is At The Heart Of Blended Learning

In-person training can be difficult to execute as you have to manage varying schedules. Online learning can also be inefficient, as it's more challenging to keep teams engaged. But with these five blended learning tools that promote collaboration both asynchronously and synchronously, you create an efficient, dual environment that achieves all the benefits and little to no drawbacks. This is why L&D teams are seeing it as a must-have approach to improve course completion rates.

Ready to learn more about how collaborative learning works in practice? Get in touch with one of 360Learning's experts to find out more.

References:

[1] Reactions: Deliver Engaging and Up-to-Date Courses With Collaborative Learning

[2] Bite-Sized Learning

Read More:

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5 Essential Tools For Building Blended Learning Programs

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In this article, we dig deep into blended learning and highlight the 5 tools you need to build the blended learning programs of today.

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Overview: Universal Design for Learning (UDL) is an educational framework that aims to make learning accessible to all students by providing multiple means of representation, engagement, and expression. It encourages educators to offer flexible methods of instruction, assessment, and content delivery to accommodate diverse learning styles, abilities, and preferences.

Ideal for Asynchronous: Accommodates diverse learning needs through varied materials and methods, allowing students to engage with content at their own pace and in ways that suit their individual learning preferences.

Instructional Model: Differentiated Instruction tailors teaching to individual student needs, ensuring that each learner receives appropriate challenges and support. This includes use of LMS, multimedia, multimodal learning tools, audio, verbal, and written directions and resources. This model is particularly effective in creating inclusive learning environments that respond to the unique strengths and needs of each student, fostering a more personalized and effective educational experience.

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When You Design for Everyone, EVERYONE Benefits from the Design

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Digital Resources:

Nearpod: Interactive lessons that can be adapted for different learners.

Quizlet: Customizable study tools for various learning styles.

Pros: Inclusive, supports diverse learners, adaptable.

Cons: Requires detailed planning and resource preparation.

Grade Level Considerations: Effective for all students, especially those with special needs.

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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Constructivism supports active learning and collaboration, making it suitable for both synchronous and asynchronous environments. PBL engages students in solving real-world problems, encouraging collaboration in synchronous sessions and reflection or research in asynchronous work. Google Classroom facilitates assignment management and communication, while Padlet enables collaborative brainstorming and project sharing.

"Since the student is at the heart of learning good pedagogy suggests that it is essential that teachers make the effort to try to understand the student’s point of view. Teachers should create learning situations that encourage students to bring out their ideas. It is here that the ‘social constructivist’ approaches described by Vygotsky become important. The individual develops conceptual understanding via the social sharing of meanings and intellectual debate" (Dennick, 2016).

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Constructivism is an important learning theory that educators use to help their students learn. Constructivism is based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, learners use their previous knowledge as a foundation and build on it with new things that they learn. So everyone's individual experiences make their learning unique to them.

Constructivism is crucial to understand as an educator because it influences the way all of your students learn. Teachers and instructors that understand the constructivist learning theory understand that their students bring their own unique experiences to the classroom every day. Their background and previous knowledge impacts how they are able to learn. Educators are able to use constructivist learning theory to help their students understand their previous knowledge. If you're a current or aspiring educator, it's important to get the education and credentials you need. But it's also important to understand learning theories and how they impact you and your students. This guide will tell you more about the constructivist learning theory and how it helps you as a teacher.

There are many specific elements and principles of constructivism that shape the way the theory works and applies to students. Learn about the different principles of constructivism and how they make up the whole theory.

Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon other knowledge. Students take pieces and put them together in their own unique way, building something different than what another student will build. The student's previous knowledge, experiences, beliefs, and insights are all important foundations for their continued learning.

People learn to learn, as they learn. Learning involves constructing meaning and systems of meaning. For example, if a student is learning the chronology of dates for a series of historical events, at the same time they are learning the meaning of chronology. If a student is writing a paper about history, they are also learning principles of grammar and writing as well. Each thing we learn gives us a better understanding of other things in the future.

Learning is an active process. Learning involves sensory input to construct meaning. The learner needs to do something in order to learn, it's not a passive activity. Learners need to engage in the world so they are actively involved in their own learning and development. You can't just sit and expect to be told things and learn, you need to engage in discussions, reading, activities, etc.

Learning is a social activity. Learning is directly associated to our connection with other people. Our teachers, our family, or peers, and our acquaintances impact our learning. Educators are more likely to be successful as they understand that peer involvement is key in learning. Isolating learnings isn't the best way to help students learn and grow together. Progressive education recognizes that social interaction is key to learning and they use conversation, interaction, and group applications to help students retain their knowledge.

Learning is contextual. Students don't learn isolated facts and theories separate from the rest of our lives-we learn in ways connected to things we already know, what we believe, and more. The things we learn and the points we tend to remember are connected to the things going on around us.

Knowledge is personal. Because constructivism is based on your own experiences and beliefs, knowledge becomes a personal affair. Each person will have their own prior knowledge and experiences to bring to the table. So the way and things people learn and gain from education will all be very different.

Learning exists in the mind. Hands-on experiences and physical actions are necessary for learning, but those elements aren't enough. Engaging the mind is key to successful learning. Learning needs to involve activities for the minds, not just our hands. Mental experiences are needed for retaining knowledge.

Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators need to have ways to engage and motivate learners to activate their minds and help them be excited about education. Without motivation, it's difficult for learners to reach into their past experience and make connections for new learning.

There are different types of constructivism that educators can use to find success with this learning theory.

Cognitive. Cognitive constructivism focuses on the idea that learning should be related to the learner's stage of cognitive development. These methods work to help students in learning new information by connecting it to things they already know, enabling them to make modifications in their existing intelligence to accommodate the new information. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children.

Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely connected to cognitive constructivism with the added element of societal and peer influence.

Radical. Radical constructivism is very different from cognitive and social constructivism. It focuses on the idea that learners and the knowledge they construct tell us nothing real, only help us function in our environment. The overall idea is that knowledge is invented, not discovered. The things we bring to the table make it impossible for us to have truth, only interpretations of knowledge. This theory was developed by Ernst von Glasersfeld in 1974.

It's important to understand how teachers can apply constructivism inside their classroom to create a unique learning environment for students. In constructivist classrooms, the teacher has a role to create a collaborative environment where students are actively involved in their own learning. Teachers are more facilitators of learning than actual instructors. Teachers must work to understand the preexisting conceptions and understanding of students, then work to incorporate knowledge within those areas. Teachers will also need to adjust their teaching to match the learner's level of understanding.

Constructivist classrooms rely on four key areas to be successful:

Shared knowledge between teachers and students.

Shared authority between teachers and students.

Teachers act as a guide or facilitator.

Learning groups consist of small numbers of students.

Constructivist classrooms are often very different from normal classrooms in many ways. Constructivist classrooms focus on student questions and interests, they build on what students already know, they focus on interactive learning and are student-centered, teachers have a dialogue with students to help them construct their own knowledge, they root in negotiation, and students work primarily in groups.

Constructivist classrooms often have teachers who do small group work, collaborative and interactive activities, and open dialogues about what students need in order to find success.

The biggest criticism of constructivist learning is its lack of structure. Some students need highly structured and organized learning environments to thrive, and constructivist learning focuses on a more laid-back method to help students engage in their own learning.

Grading is often removed from constructivist classrooms and places more value on student progress, which can lead to students falling behind and not meeting standardized grading requirements.

If you are hoping to become a teacher, a degree is crucial to getting on the right path. Additionally, it's valuable for teachers to understand different learning theories and how they impact their classroom and their students.

Subscribe to the WGU Blog

Stay up-to-date with the latest articles, tips, and insights from the team at WGU

Our focus on your success starts with our focus on four high-demand fields: K-12 teaching and education, nursing and healthcare, information technology, and business. Every degree program at WGU is tied to a high-growth, highly rewarding career path. Which college fits you?

Want to see all the degrees WGU has to offer? View all degrees

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Constructivism is an important learning theory based on the idea that learners build on their existing foundation to learn new information. Learn more about constructivism and how it impacts education.

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Overview: Behaviorism focuses on observable behaviors and how they're influenced by stimuli. It's centered on reinforcement and punishment to shape behavior. This theory can be effectively applied in synchronous learning environments. By emphasizing measurable outcomes, behaviorism ensures that learning objectives are clear and achievable. This approach often utilizes rewards and consequences to encourage desired behaviors and discourage unwanted ones.

Ideal for Synchronous: Promotes learning through real-time interactions with clear instructions and immediate feedback. This setting allows teachers to instantly address student questions and correct misunderstandings as they occur. Additionally, synchronous sessions can create a more structured environment.

Instructional Model: Direct instruction via a video conferencing platform. Teachers can deliver lessons in real-time, using multimedia presentations to maintain student engagement. Interactive elements such as polls, quizzes, and breakout rooms can be integrated to reinforce learning and provide opportunities for practice and immediate feedback.

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Behaviorism in Education (Behaviorism in Education Defined, Behaviorism in Education Explained)

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Digital Resources

ClassDojo: Tracks and reinforces student behavior with rewards and feedback in real-time.

Kahoot!: Provides immediate feedback and reinforcement through interactive quizzes and games.

Pros: Real-time feedback, structured learning environment, clear expectations.

Cons: Limited flexibility, potential for passive learning.

Grade Level Considerations:

Elementary: Use simple, clear instructions with frequent praise and rewards.

Middle/High School: Implement more complex tasks with immediate feedback to reinforce correct responses.

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What eLearning Professionals Should Know About Behaviorism In Instructional Design For eLearning

Although we may declare ourselves supporters of cognitivism or constructivism, we are all behaviorists by nature. Even if we may not realize it, as eLearning professionals, we all use behavioristic principles extensively in our Instructional Design for eLearning. This happens because behaviorism, no matter how much out-of-date it sounds, without any doubt, is deeply rooted in the human subconscious. Instinctively, it's part of our actions and reactions. From an educational point of view, who doesn't want to examine the learners' observable and measurable behavior and guide them accordingly to optimize their learning? What are tests and assessments in general, other than an effort to estimate the learners' performance and adapt the instruction accordingly to the learning needs of the audience? These principles also apply to eLearning.

No. In this article, I won't talk about Pavlov's dogs, Skinner's rats and pigeons, nor about Thorndike's law of effect. There is extensive bibliography about all these. Instead, I will give you examples of elements we all use today in Instructional Design for eLearning, without even realizing that they are based on behavioristic principles. I will also explain for what type of learning objectives a behavioristic approach may yield better results.

Applying Behaviorism In Instructional Design For eLearning

Right-wrong, on-off, 0-1, etc. In fact, the connection between behaviorism and eLearning was clear from the very beginning. If we take a look back in the 1950s and 60s, when Computer-Assisted Instruction (CAI) first appeared, the computer seemed to be the ideal tool to measure learning outcomes, on the condition of course, that there was a single correct answer learners were expected to give. Soon this evolved to an attempt for programmed instruction, with the computer programmed to give predetermined paths to follow, allowing learners to proceed only when the correct answer was given. Today, programmed instruction can be perceived as a forerunner of interactive branching scenarios and adaptive hypermedia systems applied to online education with behavioristic elements, the resemblance of which with programmed instruction is very difficult to be ignored, despite the fact that we tend to "cover" them in modern "constructivistic" packages claiming that we give learners "freedom of choice." The truth is that the only freedom learners are allowed is the order in which they choose to follow the predefined learning paths, so carefully tracked and programmed in the Instructional Design of really good eLearning courses.

Back to behaviorism. As the name implies, a behavioristic approach focuses on guiding learners to reach pre-established learning outcomes. Learning is considered to take place when learners manage to reach these expected outcomes, designed to meet the learning objectives of the eLearning course. Therefore, the aim of a behavioristic-oriented Instructional Design strategy for eLearning must be to provide learners with the appropriate stimuli, that is with opportunities that help them demonstrate that they are able to express desired behaviors that prove that learning has actually taken place.

Instructional Design for eLearning based on the behavioristic approach starts from the basic assumption of behaviorism that knowledge is objective, meaning that there is only one correct answer to give or a specific approach to follow. Although this may sound rigid-and perhaps it is-this is where to start in order for eLearning professionals to become aware of the type of activities that a behavioristic approach could be appropriate for. It also shows that behaviorism may not be the appropriate approach for eLearning activities that require the user to develop higher-order skills, such as decision-making or problem-solving through analysis, synthesis or evaluation of the information presented.

Objectivism is the key to remember in order to decide whether a behavioristic approach is appropriate for your eLearning activities or not. Is there a single correct answer, or multiple approaches may be acceptable? Is knowledge objective? Don't rush to answer no. Facts and standardized procedures actually are examples of "objective" knowledge. They do not change. Take advantage of this and check the learning objectives of the eLearning course. This is where you need to start.

Techniques To Be Used For The Instructional Design Of Behavioristic eLearning Activities

Once determined that a behavioristic approach is suitable to meet the particular learning objectives of your eLearning course, you need to design the respective eLearning activities accordingly. The techniques you may use are the following:

1. Discrimination

Use discrimination whenever the learning objective requires learners to identify whether a concept belongs to a specific category or not. In order to do so, learners should be able to identify key characteristics and qualities of the category and judge whether the new information shares the same qualities so as to belong to the group or not. Drag-and-drop exercises to classify concepts into different categories may serve as examples of developing discrimination activities in terms of eLearning course design.

2. Generalization

Generalization is suitable whenever the learning objectives are such that learners, after identifying the attributes of an item belonging to one category, are expected to assign the same attributes to all items within the category. Teaching through examples is based on an inductive approach of presenting eLearning content, during which learners after observing a series of independent online examples should be able to identify their common characteristic(s) and generalize by formulating the rule. Under this perspective, generalization is very close to what today we perceive as active learning, with an obvious direct connection to constructivism.

3. Association

Although in strictly behavioristic terms, association is the typical example of conditioning-which is linking a specific stimulus to a specific response-there is a tendency in today's eLearning to create eLearning interactions based on association whenever the learning objectives require the new information presented to be linked to specific practical applications of it. Presenting information within context can help learners create associations. This means that whenever learners encounter the same or similar information, they already know what it's related to, as they have already built a basic frame of reference to associate this piece of information with. Although a behavioristic approach perceives this association as an automated drill task and not as a cognitive process applied in Instructional Design for eLearning, matching exercises are examples of eLearning activities that could be designed to facilitate the learners' process of making associations.

4. Chaining

Chaining is referring to learners' automatic performance on specific procedures with predetermined steps to be followed. Like a chain, one step leads learners to the next. Performing drill tasks is an example of eLearning objectives that can be mastered through chaining. Creating drill tasks in eLearning involves presenting the theoretical model first and then asking learners to repeat the procedure by actually repeating the steps involved in the same order these were presented. Through repetition and online practice, learners at the end are able to reach the desired outcome by following the steps exactly as presented in the model. Sequence ordering exercises through drag-and-drop are very frequently used in the quiz-making templates most eLearning authoring tools provide. Such exercises may serve as typical examples of drill tasks applied in eLearning course design. In such activities, there is always a predefined and unique correct sequence that learners must form in order to show that they have mastered the learning objective under consideration. It's very common for learners to reach the desired outcome through trial and error, another behavioristic technique quite applicable in eLearning, depending on the number of attempts allowed by the Instructional Designer. It sounds like Thorndike's law of effect, doesn't it? Learners do not stop pressing different levers, exploring alternative answers until they find the rewarding one!

Keep in mind that for all of the above techniques, there is just a single correct answer. All quiz creation eLearning authoring tools take advantage of these behavioristic-based alternative exercise formats in order for the program to give an automated response and test learner performance through their test scores (measurable outcomes). There should be a unique correct response for each question.

Reinforcing Desired And Weakening Undesired Behavior

What is the instructor's role in this process then? Instructional Design for eLearning based on a behavioristic approach sets the type of reactions to be received by learners after interacting with the online training material. These reactions come from an online instructor or corporate trainer in synchronous eLearning settings, or from the eLearning course itself in the case of asynchronous eLearning. Depending on the type of the reaction received, the learners' expressed behavior may be reinforced or weakened. This highlights the importance of feedback throughout the entire learning process, not only at the end of the eLearning course but each time a learner interacts with the system. In behavioristic terms, although nobody wants to call it like this today, feedback is the simplest form of conditioning. Correct attempts are most frequently being reinforced by positive comments written on automated programmed responses. Although negative reinforcement, that is punishment and negative criticism, is not quite acceptable today, and certainly not appropriate for adult learning, such behavioristic traces can still be found in some cases that negative scores are used.

Instructional Design for eLearning based on the behavioristic approach would, therefore, imply that learning takes place when unwanted behavior is extinguished and learners reach the point of giving only the desired, uniquely correct responses that express the expected learning outcomes that guarantee that the learning objectives of the eLearning course have been mastered.

Application Of Behavioristic Principles In Gamification And Game-Based eLearning

Last, but not least, nowadays, behavioristic principles are also still applicable in gamification, which is presenting the learning material by employing game design elements in an entertaining way in order to motivate and engage the audience throughout the learning process. In gamification, as well as in other types of eLearning activities, the reinforcement of a certain desired behavior can occur in two ways: either by eliciting from learners' particular learning outcomes and rewarding these outcomes by assigning points, grades, budges, a higher position in leaderboards, etc., or by removing from learners specific benefits, for example, points, lives, etc., in order to make them try to avoid undesired consequences of their behaviors.

Concluding Remarks

It is true that behaviorism has received too much critique during the last decades, mainly due to the fact that it does not take into account other aspects of learning such as the mental processes involved or the environment in which learning takes place. The aim of this article was not to show any favoritism toward behaviorism, but rather to show that, in certain cases, it's still a valuable approach to today's eLearning. Of course, we cannot ignore cognitivism and constructivism as alternative approaches. Today, we know that a behavioristic perspective of certain activities in Instructional Design does not mean that other approaches may not be used simultaneously for the same online course for different types of eLearning activities. Rather than following a single approach for the entire eLearning course, we should, therefore, select the most appropriate for each one to cover the learning objectives.

Although the focus of behaviorism may not be to examine what is going on in learners' minds during the learning process, this does not necessarily mean that it denies cognition. It simply does not examine it. Humans are social beings; we learn from the environment, we learn from each other. We evolve all the time. We are rational beings. We are clever. If we are given the right incentives, we are able to construct knowledge in learning that meets our personal interests and needs.

As Instructional Designers, all the emphasis should be placed on the learning objectives, as each one of them may require eLearning activities that follow a different approach. Overall, the result in most cases is a mixed approach that combines the best of behaviorism, cognitivism, and constructivism, which meet the needs of each learning objective in order for it to be mastered and offers the audience the best possible eLearning experience.

Want to learn more about adult learning? The article 9 Tips To Apply Adult Learning Theory To eLearning features 5 adult learning theory assumptions to integrate into your eLearning course design in order to achieve maximum engagement and motivation for your audience.

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Behaviorism In Instructional Design For eLearning: When And How To Use It

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Although we may declare ourselves supporters of cognitivism or constructivism, we are all behaviorists by nature. Even if we may not realize it, as eLearning professionals, we all use behavioristic principles extensively in our Instructional Design for eLearning. This happens because behaviorism, no matter how much out-of-date it sounds, without any doubt, is deeply rooted in the human subconscious.

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Behaviorism is effective in synchronous learning because it allows for immediate feedback and reinforcement, essential for shaping behavior. Tools like ClassDojo and Kahoot! exemplify this approach. ClassDojo provides real-time behavior tracking and rewards, motivating students through instant feedback and parental involvement, ensuring consistency and engagement. Kahoot! uses interactive quizzes to provide immediate feedback and foster competition, keeping students motivated and actively participating. These tools align with behaviorist principles by reinforcing desired behaviors and maintaining student engagement in a structured environment. However, this approach requires reliable technology and can be inflexible due to scheduled sessions. For elementary levels, ClassDojo rewards participation, and Kahoot! offers fun quizzes, while for middle/high school, these tools track engagement and reinforce learning through interactive activities.

"Behaviorism led to the development of taxonomies of learning because it emphasized the study and evaluation of multiple steps in the learning process. Behaviorists repeatedly studied learning activities to deconstruct and define the elements of learning. Benjamin Bloom (1956) was among the early psychologists to establish a taxonomy of learning that related to the development of intellectual skills and to stress the importance of problem solving as a higher order skill" (Picciano, 2017).

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Have you ever wondered how people learn and behave? Why do some students excel in certain subjects while others struggle? How can teachers positively influence their students' behavior and motivation? These are some of the questions that behavioral learning theory tries to answer.

Behaviorism in education, or behavioral learning theory is a branch of psychology that focuses on how people learn through their interactions with the environment. It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment. According to this theory, learning is a change in observable behavior that results from experience.

This article will explore the history, concepts, and applications of behavioral learning theory in education. We will also discuss the benefits and drawbacks of working with a behavioral learning model and how to balance it with other learning models.

Overview of Behavioral Learning Theory

Behavioral learning theory emerged in the early 20th century as a reaction against introspective psychology, which relied on subjective reports of mental states and processes. Behaviorists such as John B. Watson and B.F. Skinner argued that psychology should be a science of observable and measurable events and behaviors, and that mental states and cognitive processes were irrelevant or inaccessible.

Behaviorists proposed that environmental stimuli and consequences shape behavior and that learning occurs through a process of operant conditioning. Operant conditioning involves reinforcing or punishing behaviors based on their outcomes. For example, if a student gets praised for answering a question correctly, they are more likely to repeat that behavior in the future. On the other hand, if a student gets scolded for talking out of turn, they are less likely to repeat that behavior in the future.

Behavioral learning theory has been influential in many fields, such as education, therapy, animal training, and artificial intelligence ( AI). However, it has also been criticized for being too simplistic, deterministic, and neglecting the role of cognition, emotion, and social factors in human behavior.

Behavioral vs. Social Learning Theory

While both behavioral and social learning theories focus on the study of human behavior, there are notable differences between the two. Behavioral learning theory primarily emphasizes the role of external stimuli and consequences in shaping behavior.

By contrast, social learning theory, proposed by Albert Bandura, highlights the significance of observational learning and the influence of cognitive processes on behavior. Social learning theory suggests that individuals learn by observing others and imitating their actions. It also considers the role of internal mental processes in learning.

Social learning theory differs from behavioral learning theory in several ways:

Social learning theory acknowledges that people can learn without direct reinforcement or punishment.

Social learning theory recognizes that people can learn from observing others as well as from their own experiences.

Social learning theory incorporates cognitive factors as well as environmental factors in explaining behavior.

Benefits of Working with a Behavioral Learning Model

Implementing a behavioral learning model in education offers several advantages. Firstly, it provides a systematic and structured approach to teaching, enabling educators to set clear expectations and establish consistent routines in the classroom. The use of positive reinforcement encourages desirable behaviors, fostering a positive learning environment. Additionally, behaviorism emphasizes measurable outcomes, allowing educators to assess student progress and tailor instruction accordingly. By focusing on observable behaviors, behaviorism provides a practical framework for effective teaching and learning.

Working with a behavioral learning model can have several benefits for educators and students alike. Some of these benefits are:

It provides a clear and objective way of measuring and evaluating student performance and progress.

It allows teachers to tailor instruction and feedback according to each student's needs and abilities.

It helps teachers manage classroom behavior and discipline by using positive reinforcement and negative reinforcement strategies.

It motivates students to learn by rewarding them for their achievements and efforts.

It helps students develop self-regulation skills by teaching them how to monitor and control their own behavior.

Application of Behaviorism in the Classroom

There are many ways that teachers can apply behaviorism in the classroom to enhance student learning and behavior. Here are some examples of behaviorist teaching strategies:

Positive Reinforcement

Positive reinforcement entails offering rewards or incentives to strengthen desired behaviors. This can include verbal praise, stickers, tokens, or other tangible rewards. By positively reinforcing desired behaviors, educators can motivate students and increase the likelihood of those behaviors being repeated. For example, a teacher can praise a student for completing their homework, give them a sticker for raising their hand, or reward them with extra recess time for being cooperative.
Positive reinforcement can have several benefits, such as:
Negative Reinforcement

Negative reinforcement is the removal of an unpleasant stimulus after a behavior to increase its frequency. For example, a teacher can reduce the amount of homework for a student who performs well on a test, allow them to skip a quiz if they score high on a pre-test, or exempt them from a penalty if they correct their mistake.
Negative reinforcement can have several benefits, such as:
Punishment

Punishment involves applying negative consequences to discourage undesirable behaviors. It can take the form of reprimands, time-outs, or loss of privileges. For example, a teacher can scold a student for talking out of turn, take away their privileges for breaking a rule, or give them extra work for not paying attention. However, it is important to use punishment judiciously and consider its potential impact on the student's motivation and self-esteem.
Punishment can have several drawbacks, such as:
Modeling

Modeling involves demonstrating desired behaviors for students to observe and imitate. Educators can act as positive role models by displaying appropriate behavior and providing examples of how to perform certain tasks or handle specific situations. For example, a teacher can show students how to solve a math problem, how to write an essay, or how to behave in a group project.
Modeling can have several benefits, such as:
Shaping

Shaping is the process of gradually reinforcing successive approximations of a desired behavior until it is mastered. This technique breaks down complex behaviors into smaller, manageable steps, allowing students to develop the desired skills or behaviors gradually. For example, a teacher can reward a student for writing one sentence, then two sentences, then a paragraph, until they can write a full essay.
Shaping can have several benefits, such as:
Cueing

Cueing is the process of providing hints or prompts to steer a student's behavior or performance. For example, to facilitate students' memory recall, problem-solving, and task completion, educators have the option to employ different cues. These cues may include verbal cues-like asking questions or offering reminders, visual cues-such as gestures or pictures, and physical cues-like touch or movement.
Cueing can have several benefits, such as:

Behaviorist Teaching Strategies

Incorporating behaviorist teaching strategies can enhance student engagement and learning. There are many teaching strategies that are based on behavioral learning theory. Some of these strategies are:

Direct Instruction: This method involves clear and structured teaching, with a focus on repetition and practice. It ensures that students receive consistent and explicit information.

Token Economy: In a token economy system, students earn tokens or points for exhibiting appropriate behavior. These tokens can be exchanged for rewards or privileges, providing students with a tangible incentive to stay on task.

Prompting and Fading: Educators can use prompts to guide students toward the correct response. As the student becomes proficient, prompts are gradually reduced, allowing them to respond independently.

Behavior Contracts: Behavior contracts outline specific goals and rewards for meeting them. Students and teachers both sign the contract, making the expectations clear and encouraging students to take responsibility for their actions.

Time-Out: Time-out is a temporary removal of a student from a reinforcing environment due to disruptive behavior. It provides an opportunity for the student to calm down and reflect on their actions.

Task Analysis: Complex tasks can be broken down into smaller, manageable steps. By teaching one step at a time and gradually building on the skills, students can achieve success more easily.

For more information focusing on other categories of learning theories, be sure to explore other National University resources.

Drawbacks of Working with a Behavioral Learning Model

While behaviorism has its advantages, there are also drawbacks to consider. Critics argue that behaviorism focuses solely on external behavior and overlooks the influence of internal cognitive processes. It may not fully address complex learning, creativity, and critical thinking skills, which are essential in today's education.

Additionally, excessive reliance on behaviorist techniques may lead to a rigid and overly controlled learning environment, limiting students' autonomy and creativity.

Working with a behavioral learning model can also have some drawbacks for educators and students alike.

Some of these drawbacks are:

Lack of Focus on Cognitive Skills: The behavioral model primarily emphasizes observable behaviors and external stimuli. It may overlook the development of critical thinking, problem-solving, and higher-order cognitive skills, which are essential for long-term learning and academic success.

Limited Application to Complex Learning: The behavioral approach is most suitable for simple and rote learning tasks. However, it may not fully address the complexities of real-world problem-solving and creative thinking, which require deeper understanding and analysis.

Narrow Assessment of Learning Outcomes: Behavioral learning often relies on measurable outcomes, such as correct responses or completion of tasks. This narrow focus might neglect other valuable aspects of learning, such as creativity, emotional intelligence, and social skills.

Possible Overemphasis on Rewards and Punishments: A heavy reliance on rewards and punishments may lead to extrinsic motivation, where students perform for the sake of rewards rather than a genuine interest in learning. This could hinder intrinsic motivation and long-term engagement.

Limited Individualization: The behavioral model might not fully accommodate individual differences in learning styles, strengths, and challenges. Some students may require personalized approaches that consider their unique needs.

Potential for Negative Emotional Impact: Punishments and negative reinforcement can sometimes lead to stress, anxiety, and fear of failure among students. This negative emotional impact may hinder their overall learning experience.

Short-Term Focus: Behaviorist techniques often yield quick results in terms of behavior change. However, their effects may not be long-lasting, and students might revert to previous behaviors once the external incentives are removed.

Less Autonomy and Creativity: The behavioral approach may limit students' autonomy and creativity since they are encouraged to follow specific instructions and predefined behavioral expectations.

Despite these drawbacks, it's essential to acknowledge that behaviorist techniques can still be valuable tools when used in moderation and in conjunction with other educational approaches. By combining various teaching methods, educators can create a more balanced and effective learning environment that addresses the diverse needs of students.

Balancing Learning Models

It is important to recognize that one learning model is unlikely to work for all situations and all students. Educators should consider a balanced approach that incorporates various learning theories, including behaviorism, constructivism, and social learning theory. By blending different instructional strategies and considering individual student needs, educators can create a dynamic and inclusive learning environment that supports diverse learning styles and promotes holistic development.

Conclusion

Behaviorism in education offers valuable insights into the ways external stimuli and consequences shape behavior and learning. By understanding and applying the principles of behavioral learning theory, educators can create effective teaching strategies, foster positive learning environments, and enhance student engagement. While behaviorism has its limitations, a balanced approach that incorporates multiple learning models can cater to the diverse needs of students and promote comprehensive learning outcomes.

National University's Master of Arts in Social Emotional Learning can prepare you for an educational career that focuses on emotional learning to empower educational communities. A BA Degree in Early Childhood Education (BAECE) could be the first step in your career as an educator, where you'll master all variations of behavioral learning in the classroom. Take the first steps towards a rewarding and fascinating career as an educator with National University today.

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Behaviorism in Education: What Is Behavioral Learning Theory?

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Uncover the principles of behaviorism in education. Learn how behavioral learning theory shapes classroom dynamics.

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UDL principles are crucial in online asynchronous learning as they promote inclusivity and engagement for diverse learners. Nearpod enhances UDL by offering multimedia, interactive content that supports multiple learning styles and provides opportunities for personalized learning paths. Quizlet supports UDL by allowing students to study material using various modalities like flashcards, quizzes, and games, catering to different learning preferences. These tools help create a flexible and accessible learning experience, ensuring all students can access and succeed in the online environment.

"Willingham (2008) suggests that learning is a dynamic process that may evolve and change from one classroom to another, from one subject to another, and from one day to another. This research also supports the concept that multiple intelligences and mental abilities do not exist as mere “yes/no” entities but within continua which the mind blends in a manner consistent with the way it responds and learns from the external environment and instructional stimuli. Conceptually, this suggests a framework for a multimodal instructional design that relies on a variety of pedagogical techniques, delivery approaches, and media" (Picciano, 2017).

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Blended learning theory combines tools like EdPuzzle and Formative in both asynchronous and synchronous online settings to boost engagement and learning. EdPuzzle facilitates interactive video lessons, ensuring active participation, while Formative enables real-time assessments and personalized feedback. This approach supports diverse learning styles and encourages collaboration, making it ideal for effective online education.

"Blended Learning (BL) is one of the most frequently used approaches related to the application of Information and Communications Technology (ICT) in education. In its simplest definition, BL aims to combine face-to-face (F2F) and online settings, resulting in better learning engagement and flexible learning experiences, with rich settings way further the use of a simple online content repository to support the face-to-face classes" (Ashraf et al., 2021).

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Blended Learning: Advantages And Effectiveness

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Blended learning has seen increased adoption by businesses as an efficient way to train, reskill, and upskill employees.

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Overview: Cognitivism focuses on mental processes such as problem-solving, memory, and critical thinking. It emphasizes how learners actively process information and organize knowledge through cognitive activities.

Ideal for Hybrid Learning: Cognitivism is ideal for asynchronous learning environments where students can work independently at their own pace while receiving clear instructions and immediate feedback. This allows learners to engage deeply with content, apply cognitive strategies, and reflect on their understanding over time. In synchronous environments, it encourages real-time interaction and collaborative problem-solving.

Instructional Model: For asynchronous learning, an effective instructional model aligned with cognitivist principles could be self-directed learning with interactive multimedia resources. Learners access instructional materials that stimulate cognitive processes through interactive simulations, videos, and quizzes.

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What is the Learning theory of Cognitivism?

The Learning Theory of Cognitivism concentrates on how a person's mind receives, organizes, saves and retrieves information. The cognitive theory believes that the human mind functions like an information processor or computer. Therefore, the cognitivist approach looks beyond noticeable behaviour, considering learning as an internal mental process.

In a classroom, cognitivism offers Advantageous Learning Environments that evolve through interactive mental activities that stimulate the thinking ability of students. For instance, when learners listen to thought-provoking questions, it tutors their brains to move further from their current knowledge to get solutions.

Cognitivists believe that humans learn from thinking. They believe that we learn from our experiences and that we can change our behaviors based on new information. Knowledge is considered an internal process rather than a product.

Cognitive learning theories are based on the idea that knowledge acquisition occurs when learners actively engage in problem-solving activities. CLT assumes that students learn better when they use their own thinking skills rather than being taught facts and procedures.

It emphasizes active learning over passive learning. Active learning involves students engaging in meaningful tasks that require them to apply their own thinking skills. Passive learning involves students simply memorizing information.

If you've read any books on learning theory, you will have probably already encountered names such as Bandura's Social Learning Theory, Piaget's cognitive development and Kolb's Learning Cycle. If you're interested in why cognition is central to learning and how it might differ from other perspectives of education, then keep reading. We'll talk about why cognition is important for the design of instruction and how it might differ from other current learning theories.

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What are the main principles of Cognitivism?

Cognitivism principles intend to optimize how adult learners can understand, think about, integrate and process new information. The new knowledge adds to the familiar knowledge in the memory of adult learners. The following are the main principles of cognitivism for more effective human learning in Educational Settings:

1. Learning must be purposeful and focused.

2. Learning must be self-directed;

3. Learning must come from Analysis to Discovery.

4. Organising information into Schemas helps students build conceptual models.

5. Long-term memory is enhanced by enabling students to organise and encode learning material.

6. Curriculum content must be well-sequenced and understood in the context of the bigger picture.

What is Cognitive Learning?

Cognitive learning is an active acquisition of learning that concentrates on helping students learn how to maximize their mental ability. Cognitive strategies make it easier for the students to connect new information with current understanding, thus aggravating their retention and memory capacity.

Embracing a 'thinking approach' to learning promotes Cognitive Development of students and prepares them to use their brains more effectively. Cognitive learning involves long-lasting, constructive, and active involvement of students in educational practices. It makes learners completely engaged in the learning process which makes it easier to think, learn and remember things.

The cognitive process does not involve repetition or memorization. It is related to meaningful learning how to learn and creating true understanding. The following are some critical features of cognitive learning strategies:

Applying visualizations to enhance students' recall and basic understanding of the concepts taught in the classroom;

Asking learners to show active participation in explaining and justifying their thinking;

Helping students understand and explore connections between different ideas.

Having discussions about the depth of knowledge or topic being taught.

Asking learners to reflect on knowledge in memory of students;

Offers opportunities for Learners and students to find new answers to problems.

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Cognitivism and connectivism

What is the main goal of instruction in Cognitivism?

Cognitivist learning theories explain that the primary goal of instruction is to achieve academic achievement through the Acquisition Of Knowledge in the most effective way. To achieve the main goal of instruction students are encouraged to use the most beneficial cognitive strategies to gain knowledge.

Self-regulated learning is the process of monitoring, controlling and managing student behaviours, thoughts, emotions, and interactions with the environment, including social interactions and task performance. Due to its large scope, self-regulated learning gives opportunities for learners to know how responses can be organized across a wide range of coping strategies and skills (E.G., Self-Planning cognitive restructuring, self-talk, etc.). With such a broad focus, self-regulated learning enables an individual to explain the loss of control which may occur due to engaging in a wide range of less desirable behaviours such as excessive drinking.

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What is the difference between Cognitivist and Behavioral Theories of learning?

Cognitivist Theories and Behavioral Theories of learning are both these instructional theories that have a dominant position in educational psychology. Cognitive development theory was proposed by psychologist Jean Piaget in response to behaviorism proposed by B. F. Skinner and John B. Watson during the early 20th century. There is a major difference between cognitive learning theories and behavioral theories of education. The cognitive learning theories focus on cognitive development or cognitive processes involving internal mental processes and the primary approach of behaviorism is focused on external factors or external observable behaviours. The behavioural theory believes that a student is a passive blank slate shaped by external forces or both negative and positive reinforcement.

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Cognitivist and Behavioural learning theories

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What is the Two-store Model of cognitivism?

The Two-store Model or dual memory model is an early model of cognitivism. This specific approach to learning assumes that there is a connection between long-term memory and working memory. The two-store model of cognitive theory is now considered incomplete and simplistic but seen as a beginning point to understanding cognitive learning theories. The expansion in the field of developmental psychology has led to the development of more theories of cognitivism. Hence, in Educational Psychology there is no universally accepted theory or cognitive model.

How can educational technology aid cognition for learning?

Cognitive Load Theoryproposes that when the mind's cognitive abilities get overloaded it stops the learning process in the students. However, Cognitive Load Theorists believe that Educational Technology may help reduce cognitive abilities overload. The main goal of instruction is to use Educational technology to keep students focused on the learning process of the target lesson.

From an instructional design perspective, we can use technology to break down complex tasks and scaffold the learning experience. Advanced knowledge acquisition is dependent upon how well a student has thought about the curriculum content. Instructional design practices can be enhanced by providing learning tools that lessen the load on the working memory.

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Cognitivist Learning Model

What is the effect of Mobile Learning on Cognition?

The rapid advancement of science and technology has shone light on the importance of 21st Century Skills and Academic Abilities In Students. When used purposely, Mobile learning applications provide effective learning tools that can enhance learning and improve cognitive development in students. Mobile learning makes learning more accessible to students, teachers and parents.

Students show more interest in education. Research shows that mobile learning can engage learners at higher levels of cognition. Therefore, students should be provided with mobile learning opportunities such that students can develop higher levels of cognitive abilities.

How is cognitivism used in the classroom?

Social learning theory concentrates on the conceptions of learning and reinforcement, whereas, Cognitivist Theories focus on the cognitive processes and their role in the learning outcomes of the students. By bringing our conscious attention to the nuts and bolts of how we think and learn, we begin to see learning as a science that all of us can master.

Cognitive learning strategies are useful for children because these address issues that allow students to gain Academic Achievement through learning effectively and ensuring that the concepts learned in class are not just memorized, but also well-understood. Cognitive Processing Strategies help children in the following different ways:

Finding the most helpful way of formal and informal learning -whether a student is an auditory learner, visual learner, or otherwise;

Helping children to apply and retain 21st-century skills and new concepts effectively;

Teaching children the way to take an approach to the "big picture" to learning to find out how smaller cognitive conceptions fit into Complex Learning Tasks or larger thoughts.

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Applying a cognitive approach in an organizational setting

Below is an example of utilizing a cognitive approach as one of the organizational strategies for goal setting at a workplace:

A team leader in the department of training in a big enterprise has been asked to instruct a new intern to conduct a cost-benefit analysis for a forthcoming project.

In this situation, it is presumed that the intern holds no experience with cost-benefit analysis in a company.

The protocols for this activity may not exactly correspond to those of the cost-benefit analysis but the resemblance between the cognitive activities enables the unfamiliar information to be used in a familiar situation.

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Further Reading on Cognitivism

Together, these articles offer a critical examination of cognitivism, suggesting that while it has provided valuable insights into the cognitive processes, its scope may be too narrow, overlooking the importance of social context, nonrational processes, and the subjective experience of individuals.

This critique calls for a broader, more integrative approach to understanding cognition that encompasses both rational and nonrational elements, as well as the interplay between individual minds and their social and physical environments.

1. The extent of cognitivism by V. Arponen (2013). This article explores the critique of cognitivism, especially in the context of human action and social surroundings, inspired by Wittgenstein's philosophy. It discusses the concept of shared knowledge as a driving force behind human action, highlighting latent cognitivism within the critique itself. The study provides an insightful examination of cognitivism's scope and its implications for understanding human behavior and social interaction.

2. The nature and plausibility of Cognitivism by John Haugeland (1978). Haugeland's paper delves into cognitivism's scientific underpinnings, differentiating it from mathematical physics and emphasizing its focus on interpreted states and processes. It argues for cognitivism's empirical rigor, despite its theoretical novelty, and discusses its stance on reductionism and the meaningfulness of cognitive processes.

3. Where Did the Word 'Cognitive' Come From Anyway? by C. D. Green (1996). Green traces the philosophical history of the term "cognitive," showing its evolution from early 20th-century ethical theories through logical positivism. The paper argues that cognitivism, by focusing on truth-evaluable aspects of the mental, offers a scientific framework that excludes certain problematic aspects of mentalism, such as consciousness and emotion.

4. Escape From Cognitivism: Exercise as Hedonic Experience by P. Ekkekakis and Zachary Zenko (2016). This article critiques cognitivism's dominance in exercise psychology, arguing for a more nuanced understanding of exercise behavior that incorporates nonrational processes. It suggests a dual-process model that better accounts for the complex motivations behind exercise, proposing that hedonic experiences play a significant role.

5. The holy grail of cognitivism: a response to Adams and Aizawa by Richard Menary (2010). Menary addresses Adams and Aizawa's definition of cognitivism, challenging their stance on cognitive representation and content determination. He advocates for cognitive integration, arguing against the strict dichotomy between derived and underived content and emphasizing the empirical research that blurs these distinctions.

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Cognitivism Learning Theories: A teachers guide

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What is the cognitivist theory of learning, and what are the implications for classroom practice?

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Pear Deck: Integrates with Google Slides to create interactive presentations where students can respond to questions, engage in discussions, and collaborate on shared slides. It fosters active participation, critical thinking, and immediate feedback in synchronous or asynchronous settings.

Flip: Enables asynchronous video discussions where students can post short video responses to prompts or questions. It supports reflective thinking, communication skills, and peer interaction, facilitating cognitive engagement through multimedia communication.

Pros: Inclusive and supports diverse learners through its emphasis on mental processes like problem-solving and critical thinking.

Cons: Requires detailed planning and resource preparation to effectively implement cognitive strategies and activities.

Grade Level Considerations: Effective for all students, with particular benefits for those with special needs due to its focus on scaffolding and individualized cognitive support.

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Pear Deck takes slide-based presentations to a new level of interactivity and engagement by letting students join in.

The idea is to offer a digital tool that teachers can use to create and present material to the class on the big screen. But students can follow along on their personal devices, and interact when invited to, all helping to make the presentation far more immersive for the class.

To be clear, this is an add-on that works in Google Slides, making it widely accessible across devices and easy to integrate with current Google Classroom setups.

This tool also works for formative assessments throughout the class, allowing students to show how they're understanding the material and teachers to better pace the lesson to include all levels of ability at the right speed.

This is free to use as a Google-based service, however, there is a premium account also available with extra options -- more on that below.

Read on to find out everything you need to know about Pear Deck.

What is Pear Deck?

Pear Deck is a Google Slides add-on designed to help teachers create engaging slide show-style content for the classroom and for remote learning. Since this is Google-integrated, it allows teachers to create or edit presentations right there from within their own Google account.

The idea is to combine slide presentations with interactive questions to help advance inquiry-based learning. This allows students to work independently both in the classroom as well as remotely.

(Image credit: Pear Deck)

Pear Deck allows teachers to see the deck live so they can see who is participating at that moment. Student responses appear on the teacher's screen in real time, even if working remotely.

Teachers can create, share, and present their Pear Deck presentations directly from a laptop or tablet easily. There are apps but user reviews are not great as there are some usability issues - so it's often easier to use this via a web browser.

How does Pear Deck work?

Pear Deck allows teachers to create slide show-style presentations using their Google Slides account. This can be done from scratch, however, there is a huge selection of templates to work with, making the process easy.

While building, teachers can pick from four question types:

Draggable questions with agree/disagree or thumbs up/down.

Drawing questions with a free space or grid for students to draw in.

Free response questions with short text, long text, or number capabilities.

Multiple choice questions with response of yes/no, true/false, or A,B,C,D.

(Image credit: Pear Deck)

Once a project is created, teachers are given a short code that can be sent to students, easily done within Google Classroom or via other means. The student goes to the Pear Deck website and can input the code to be taken to the presentation.

Student responses appear on the teacher's screen in real time, with the option to lock student screens to prevent them from changing their answers. Likewise, during the presentation, teachers can backtrack to previous slides to add in impromptu questions.

What are the best Pear Deck features?

Pear Deck offers lots of resources for teachers to help in creating and working with presentations. A sample question gallery, help articles, and a user forum are among the highlights, as well as lots of ideas for teachers to work from.

(Image credit: Pear Deck)

The system conveniently works with both traditional projectors as well as interactive whiteboards. The fact it integrates perfectly with anything that's in the Google infrastructure makes this super simple to use for those schools already working with Google systems.

The anonymity of each student is brilliant, allowing the teacher to see how the class is working, live, and have it up on the big screen if needed, but without anyone feeling shy about being singled out. This is ideal for both in class and remote learning.

The ability to add audio to slides is a nice touch as it can allow teachers to quickly add a personal note on work - ideal if this is being done remotely.

The teacher dashboard is a useful addition that allows teachers to see how everyone is progressing. They can pause, slow down, back up, and generally adapt to the way the class is working so everyone is kept involved.

How much does Pear Deck cost?

Pear Deck comes in three packages:

Free: Offers most of the main feature including creation of lessons, Google and Microsoft integration, student Locks and Timers, templates to use, and access to a Flashcard Factory.

Individual Premium at $149.99 per year: This has all of the above as well as the ability to view and highlight responses by name, support remote and asynchronous work with Student Paced mode, add draggable and drawable responses, add on-the-fly questions and activities, share student progress with Takeaways, get Immersive Reader, add audio to slides, and more.

Schools and districts at a custom price: All of the above plus efficacy reports, training, dedicated support, and LMS integrations with Canvas and Schoology.

Pear Deck Best Tips and Tricks

Present live
Use the classroom screen to control a presentation while combining student personal device interactivity to engage, live.

Get listening
Record your voice directly onto a slide to give it a more personal feel, ideal for when students are accessing the presentation from home.

Question the class
Use multiple choice questions that allow you to pace the presentation, only moving on once everyone in the class has given an answer from their device.

Go blank
Use blank slides throughout the presentation as a space for students to creatively express their understanding as you work through the material.

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What is Pear Deck and How Does It Work? Tips and Tricks

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Pear Deck uses video to get students engaged while helping educators track progress

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Pear Deck and Flip are excellent tools for enhancing student learning in online classrooms. Pear Deck allows for interactive participation through Google Slides, where students can engage actively by answering questions and collaborating on slides. This fosters critical thinking and engagement with immediate feedback. Flip facilitates asynchronous video discussions, encouraging students to express their ideas through short videos, promoting reflective thinking and communication skills.

"Cognitive theorists promoted the concept that the mind has an important role in learning and sought to focus on what happens in between the occurrence of environmental stimulus and student response. They saw the cognitive processes of the mind, such as motivation and imagination, as critical elements of learning that bridge environmental stimuli and student responses" (Picciano, 2017).

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Matrix Distance Learning Theories & Models

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Matrix Distance Learning Theories & Models