The document discusses several educational learning theories: 1. Behaviorism focuses on observable behaviors and believes learning occurs through reinforcement and punishment. 2. Cognitive theory examines internal mental processes like memory, problem-solving, and language processing. 3. Constructivism posits that learners construct new knowledge based on interactions and experiences. 4. Humanism centers on self-actualization and fulfilling emotional and physical needs. 5. Connectivism emphasizes that learning happens through connections formed between people and information.

1. Presented by Syed Ghazanfer Abbas
Presented to: Dr. N.B. Jumani

2.  Learning is “a process that leads to change,
which occurs as a result of experience and
increases the potential for improved
performance and future learning” (Ambrose
et al, 2010, p. 3).
 The change in the learner may happen at the
level of knowledge, attitude or behavior.

3.  There are five primary educational learning
theories.
 1. Behaviorism
 2. Cognitive
 3. Constructism
 4. Humanism
 5. Connectivism

4.  In 1920, John B. Watson presented the
concept of behaviorism.
 Behavior: response of an organism to stimuli;
objective & observable.
 The study of how environmental stimuli bring
about changes in people’s behaviors.
 Behaviorists ignore what goes on inside our mind
since it can’t be seen or measured
◦ Mind is a “black box”

5.  According to Behaviorists, we are born as:
◦ “blank slates” one’s environment writes on;
“vessels” to pour knowledge into
◦ “lumps of clay” that can be shaped by one’s
environment
 Believed the environment (extrinsic forces) is the
only thing that matters
 Learning = Behavior change due to experience
 Doesn’t consider/believe in intrinsic motivation

6.  Theory begins in U.S. around 1910 with
 E. Thorndike
 Experimented with cats and dogs in “puzzle boxes”
◦ Found they learned through trial
and error, not by observation
◦ Applied this finding to humans

7.  “Give me a dozen healthy infants, well-
formed, and my own special world to bring
them up in and I’ll guarantee to take any one
at random and train him to be any type of
specialist I might select – a doctor, a lawyer,
artist…”
- John B. Watson 1920

8.  Behavioral learning theory is the basis for
psychology that can be observed and
quantified.
 Positive reinforcement is a popular element of
behaviorism
 —classical conditioning observed in Pavlov’s
dog experiments suggests that behaviors are
directly motivated by the reward that can be
obtained.

9.  Hearing a teacher, friend, say to you, “We need to
talk”
◦ Upon hearing this phrase your stomach “flutters”
 The point is, we learn to associate a stimulus with a
response, & eventually our body does this
automatically in the presence of the stimulus. Our
response is involuntary.

10.  Playing soothing music, dimming the lights to calm
& relax students
◦ Helping students associate school with good
experiences
 Unintentional classical conditioning:
◦ Anxiety (test, math, public speaking)
◦ Humiliation
◦ Fear
◦ Frustration

11.  American psychologist, very influential from
the 30’s – 60’s
 Developed Operant Conditioning
(Instrumental Conditioning)
 Famous for the Skinner Box used with
pigeons & rats; applied these findings to
human learning
 Interested in education

12.  Believed behavior is sustained only be
reinforcement or punishment, not free will.
 Conditioning voluntary & controllable behavior
◦ Not the automatic physiological or emotional
response of classical conditioning
 Organisms tend to repeat actions that
are reinforced
◦ Behavior can be shaped by reinforcement

13.  Teachers can deliberately use operant conditioning
with their students (training)
◦ Reward for good behavior; punishment for bad
 How someone reacts to our behaviors determines
whether or not we continue the behavior
◦ If we are reinforced for something we will likely
do it again
 We must see the reinforce as desirable for it to be
reinforcing (same for punishment)

14.  Positive Reinforcement – You behave in a way that
results in a reward – so you are more likely to
repeat that behavior

 Negative Reinforcement – You behave in a way that
results in the removal of something unpleasant –
so you are more likely to repeat that behavior (ex:
doing a paper early)
◦ In both cases, something happened that you saw
as “good” and as a result, you exhibited the
behavior more.

15.  Punishment – Consequence that follows a behavior
resulting in you exhibiting the behavior less often
in the future.
◦ Punishment can involve adding something
(paying a fine, staying after school) or removing
something you like (losing recess time, leaving
your friends)
◦ In both cases, adding something or removing
something, you perceive it as “bad” and as a
result, you exhibit the behavior less.

16.  Negative reinforcement: Something unpleasant is
removed & as a result you are more likely to do it
again
◦ You see this as “good”
 Punishment: A consequence happens that you
don’t like and you are less likely to do it again. The
punishment can add something or take something
away.
◦ You see this as “bad”

17.  Process of reinforcing a series of responses that
increasingly resemble the desired final behavior
 When desired behavior occurs rarely or not at all,
we use shaping
◦ First reinforce any response that in some way
resembles the desired behavior, then one that is
closer etc.
◦ Think of animal training or the hyper kid who
can’t stay in his seat – do things in small steps

18.  In Classic Conditioning the response is involuntary
◦ In Operant Conditioning the response is voluntary
 In Classical Conditioning two stimuli are paired
(one that already elicits response, the other begins
to elicit same response)
◦ In Operant Conditioning the stimulus comes after
the response (student sits quietly – praise
follows)

19.  External rather than Internal Motivation
◦ Focus on Rewards & Punishments
◦ Classroom Management
 Incremental View of Learning
◦ Learning broken down into small chunks
◦ Ex: must pass part 1 before beginning part 2
◦ Repetition to strengthen stimulus response bonds – “Drill &
Practice” activities
◦ Mastery Learning
 Focused on the Individual rather than Social

20.  External motivation only
◦ Skinner didn’t believe in internal motivation
 We do things only for a reward or to avoid
punishment
◦ Grades
◦ Praise
◦ Stickers
◦ Money
◦ Social Status

21.  Cognitive Learning Theory explains how
individuals actively take in, store, retrieve,
and process information during learning.
 in 1936, Piaget developed the CLT to
suggest that knowledge is something that is
actively constructed by learners based on
previously-learned knowledge

22.  The main assumption of cognitive theory is
that thoughts are the primary determinants of
emotions and behavior. The cognitive
approach to learning believes that internal
mental processes can be scientifically
studied. It is centered on the mental
processes by which the learner takes in,
interprets, stores, and retrieves information

23.  The cognitive learning process is based on individuals
cognitively processing input to result in a behavior.
 It has been found that mental processes include a
multitude of elements, including:
 Organizing
 Interpreting
 Categorizing
 Attention
 Observing
 Forming generalizations.


24.  The theory is broken down into two further
cognitive theories of learning:
 The Cognitive Behavioral Theory (CBT)
 The Social Cognitive Theory (SCT).

25.  Cognitive Behavioral Theory refers to the role
of cognition in the behavioral pattern of
individuals.
 By formulating self-concepts of the
individual’s own accord, their behavior is
directly affected. The concepts can be based
on extrinsic or intrinsic factors, both positive
or negative.

26.  There are three main cognitive behavioral
theories.
 1. Dual Coding Theory
 2. The Cognitive Load Theory
 3.Cognitive Theory of Multimedia Learning

27.  In the Dual Coding Theory approach, it is
believed that we learn through two cognitive
systems:
 1. verbal
 2. nonverbal
 We receive verbal and nonverbal stimuli
through our sensor motor systems (visual,
auditory, taste, smell, emotion) and associate
these stimuli with words or memories

28.  The Cognitive Load Theory suggests that
there is a set amount of information that can
be remembered at a time and suggests ways
to maximize the mind’s productivity by
minimizing distracting information.

29.  Mayer’s cognitive theory of multimedia
learning encourages the use of instructional
media in learning. This implies a more
effective approach to teaching students as
they are able to understand and remember
the information better.

30.  the human mind process visual and auditory
representation in two separate channels
(known as dual coding) with different learning
capacity.
 People learn more from a material when
pictures are included, rather than from words
alone. Basing on the science of how human
minds process information,

31.  In the Social Cognitive Theory, three factors
are taken into account:
 Behavioral factors
 Environmental factors (extrinsic)
 Personal factors (intrinsic).

32.  The combination of all three factors results in
an effective learning experience. It also
includes various basic concepts which
manifest in the learner.

33.  Jean Piaget is known as one of the first
theorists in constructivism. His theories
indicate that humans create knowledge
through the interaction between their
experiences and ideas.

34. 
It is based on the idea that students actually
create their own learning based on their
previous experiences.
 Students take what they’re being taught and
add it to their previous knowledge and
experiences, creating a reality that’s unique.

35.  According to the social constructivist
approach, instructors have to adapt to the
role of facilitators and not teachers.
 Teachers in a classroom can utilize positive
reinforcement to help students better learn a
concept.
 Students who receive positive reinforcement
are more likely to retain information moving
forward, a direct result of the behaviorism
theory.

36.  CLT is based on the idea that students
actually create their own learning based on
their previous experiences.
 Students take what they’re being taught and
add it to their previous knowledge and
experiences, creating a reality that’s unique
to them.

37.  Teachers can utilize constructivism to help
understand that each student will bring their
own past to the classroom every day.
 Teachers in constructivist classrooms act as
more of a guide to helping students create
their own learning and understanding.

38.  It is very closely related to constructivism.
 Humanism directly focuses on the idea of
self-actualization.
 Everyone functions under a hierarchy of
needs. Self-actualization is at the top of the
hierarchy of needs

39.  Teachers can create classroom environments
that help students get closer to their self-
actualization.
 Educators can help fulfill students’ emotional
and physical needs, giving them a safe and
comfortable place to learn, plenty of food,
and the support they need to succeed

40.  It is one of the newest educational learning
theories.
 It focuses on the idea that people learn and
grow when they form connections. This can
be connections with each other or
connections with their roles and obligations
in their lives.

41.  Hobbies, goals, and people can all be
connections that influence learning.
 Teachers can utilize Connectivism in their
classrooms to help students make
connections to things that excite them,
helping them learn.

42.  Teachers can use digital media to make good,
positive connections to learning.
 They can help create connections and
relationships with their students and with
their peer groups to help students feel
motivated about learning.