Learning Theories

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Zhaoyuan Guo
DMET 520
Sep. 21, 2014

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Table of Contents
Introduction ...................................................... 2
Behaviorism ..................................................... 2
Cognitivism ...................................................... 3
Constructivism ................................................. 5
Humanism ........................................................ 5
TPACK ............................................................. 6
Conclusion ....................................................... 7
Reference ......................................................... 8

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Learning Theories
Introduction
Learning theories are generally classified into three areas: behaviorism, cognitivism, and constructivism. Each one of them addresses its own unique features in instructional technology. However, I also find another learning theory very important, which is humanism. This paper will explain the importance of each one the four theories and then state how they would be applied in practice.
Behaviorism
Behaviorism considers that learners are essentially passive in learning. It is a theory that focuses on studying learners’ response after applying the environmental stimulation to them. Therefore, the stimuli are relatively important in the behaviorism compared with other learning theories. Stimuli in behaviorism are usually categorized into positive ones and negative ones. Both of them can make learners produce certain reactions. In the earlier times, people practiced this theory on animals, and the results were exciting. Pavlov’s

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dog was one of the famous and successful cases. After that, behaviorism began to be used on people. It is found that stimulating learners with a proper way repeatedly may develop learners some habits that instructors expect from them.
Behaviorism is everywhere in our daily lives. I remember when was in elementary school, and our teacher would hand out gummy bear to students who earned good grades. She would also invite students with higher grades to give the class a presentation showing study method they used and how they achieved such great grades. As kids, we all wished can get gummy bear from teachers, which was not only a kind of yummy snack, but also an honored reward. Also, giving a speech in front of the class would make us feel like a teacher. Thus, if I had not won anything but listening to other kids’ speech, I would feel bad and make decisions that be the person who gave speech next time. With this encouragement, I believe most kids would treat their study seriously. In this case, the stimuli are gummy bear from the teacher and honor to give people a speech. These are positive stimuli from the teacher in elementary school who wished to encourage kids to study. Similar cases happened a lot, such as the scholarship in high school or college. These positive stimuli become students’ goals in studying, which is the reason why behaviorism in instructional technology is very popular and important teaching.
Cognitivism
Cognitivism appeared in 1950’s, and it replaced behaviorism 1960’s. The main difference between cognitivism and behaviorism lies on that cognitivism believes the mind of human are different from that of animals. Thus, we cannot force people to learn if they do not want to learn at all. Cognitivism considers

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learning as a mental process. There is general process in learning. At first, learners will be exposed to some amount of new information. After time, our brains will forget some of them. At this moment, we have to review the information again. We will then store them in some section our brains as short-term memory. However, this section in our brain cannot save the information for very long time. Thus, we will need to review for the third time or fourth time after a certain period. After this round of learning, the information will be sent to another section that can keep the for quite long time. At this moment, we can say almost remember all the information, and it will not be easy for us to forget after the whole process.
Before I applied for graduate school, was preparing my IELTS and GRE. There were many new words that I did not know but necessary for the exams. It was not very convenient to carry my two heavy vocabulary books everywhere, so I downloaded many IELTS and GRE vocabulary apps in my iPad, and then I could review the vocabulary anywhere anytime. Gradually I found that these apps all share a common feature, which is that they would remind me to review words I thought I have already remembered again and again. Some of them might gave me a quiz per day and some would do that week or month. However, when I was using vocabulary books to learn word, would always try remember as many words possible, for which can bring me a sense of achievement. However, when I tried to look back after a long period, it would always be very frustrating for I found those words had remembered were so new to me that sometimes I even doubted whether I saw them before. A bunch of time was wasted when I had to remember the “new” words again with vocabulary books. Vocabulary apps, however, were designed to have the function of automatic reminder to remind me review old words repeatedly, thus I found was more efficiently when using vocabulary apps. To be honest, I used to love reading paper books, but that experience changed my mind from then on, and I realized that sometimes learning with instructional technology is much more time-saving and effective than traditional learning.

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Constructivism
Constructivism derives from Cognitivism. Constructivism would offer learners a lot of useful information and then leave learners some question to think or problems to solve. Thus, after reading and analyzing related materials, learners have to figure out all the questions using their existing knowledge. However, it does not mean that instructors would tell learners anything. Instructors could help to understand the questions if they are confusing. In addition, it will also be possible that instructors help learners review the knowledge they learned before. The point for constructivism is that learners are going to construct and find out the answers on their own.
In my opinion, the graduate course and homework we are having is the whole process for the use in constructivism. Professors would give students in class a general picture of the content we are going to learn. Also, told about the homework in detail. All useful links and materials are all listed in D2L. What we need to do is read every one of them carefully and then try to analyze combine all the information into our own understanding. We will begin to do our assignment when everything is prepared. It unavoidable that we may still feel confused during the homework process, so we have to read materials again. At this time, might understand the material much better for we know what want to find in those materials. Thus, constructivism would be expressed thoroughly here.
Humanism
The fourth learning theory I believe also important in teaching is humanism. It emerged in 1960’s. Humanism emphasizes the learning to be humanized. Humanists follow that rule to take the person as a whole, and

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learning should be learner-centered and personalized. Effective cognitive needs are important in the learning process.
A good student centered example for humanism is the flipped classroom, which allows students to learn at home watching instructional videos. It helps achieve the effectiveness and convenience in learning for some students who are not convenient to attend class or lectures. They will only go to classroom when they are confused about somewhere and could not solve problems on their own. Teachers in humanism are also changed. They not teachers in traditional way any more. They become into organizers and student leaders in class.
TPACK
TPACK represents Technology, Pedagogy, Content, and Knowledge. There are three main primary forms of the knowledge. They are Technology Knowledge (TK), Pedagogy (PK), and Content Knowledge CK). TK refers to the usage of technology in various fields, like teachers’ ability to use software or Internet; PK refers the

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general knowledge about how teachers teach, how students learn, and what methodology has been used during the teaching process; CK refers to various areas where teachers could convey knowledge to students; Also, there are four intersections among the three main forms of knowledge. They are Pedagogy Content Knowledge (PCK), Technology TCK), Technology Pedagogy Knowledge (TPK), and Content Knowledge (TPACK).
As for me, TPACK makes me feel the significance of technology knowledge in my study life. Before I applied for graduate school, prepared almost all my application materials with technology. I wrote resume and goals statement with Microsoft word, and then my professor gave me suggestions by using Track Changes in Word document. I designed my portfolio with Corel VideoStudio and Adobe Flash. I appreciate a lot to the teachers in high school and college who taught me how to use basic technology. I cannot imagine how hard it will be to apply university if we were not taught technology in school or I do not know how to use any software.
Conclusion
By analyzing the above four learning theories and their specific uses in practice, we have known about their importance in the field of teaching and learning. These theories are all in the same equal position. They cannot overwhelm one another for they are all necessary in the process of teaching. We should try to take full advantages of them by applying into our class. Thus, our class teaching and learning will become more efficient.

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Reference
Summaries of learning theories and models. (2007, January 14). Retrieved September 21, 2014, from Summaries of Learning Theories and Models website: http://www.learning-theories.com/
Philosophical perspectives. (2000, February 4). Retrieved September 21, 2014, from Philosophical Perspectives website: https://esu.desire2learn.com/d2l/le/content/1664867/viewContent/8798719/View
TPACK explained. (2009, February 9). Retrieved September 21, 2014, from TPACK Explained website: http://www.tpack.org/
Technological pedagogical content knowledge. (2001, January 13). Retrieved September 21, 2014, from Technological Pedagogical Content Knowledge website: http://en.wikipedia.org/wiki/ Technological_Pedagogical_Content_Knowledge
TPACK in 3 Minutes [Video file]. (2011, March 22). Retrieved from http://www.youtube.com/watch?v=0wGpSaTzW58&feature=youtu.be
TPACK for Science Ed. [Video file]. (2013, February 8). Retrieved from http://www.youtube.com/watch?v=vjoOgnNpTMY