Learning Theory Matrix

1. How does learning occur? (Q1)

2. What factors influence learning? (Q2)

3. What is the role of memory? (Q3)

4. How does transfer occur? (Q4)

5. What types of learning are best explained by this theory? (Q5)

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 Learning Theory Matrix

Q1 Behaviorist Cognitive Constructivist Social Connectivism Adult Learning

Theory Theory Theory Learning
Theory

How Proper response is Learning is Learning happens Learning is a Through The learner is
does demonstrated about what by creating a social process. connections in involved and takes
following the learners know meaning from Learning occur networks responsibility of
learning
presentation of a and how they experience ( when each (Davis, his/her learning
occur? specific stimulus. gain it Bednar as cited in learner is Edmunds & process.
The focus is to (Jonassen as Ertmer & Newby, engaged in Kelly-Bateman, The learner self-
maintain and cited in Ertmer 1993). social 2008) reflect, gathers
strengthen the & Newby, activities. information,
relationship between 1993) Knowledge is collaborates with
the stimulus and What the learner culturally and others and is self-
response. “Learning is an knows is based on socially directed. (Conlan,
“The learner is active process his/her own constructed Grabowski &
reactive in the where experience. (Kim, 2001) Smith, 2003)
environment.” meaning and Learners strive to Adopting a
(Ertmer & Newby, understanding know, so the multiple
1993, p. 55) built from experiences People learn perspective in
experiences” should be from one learning; putting
Promotion of (Wildman & examined as it is another, using the theory into
desirable behavior Burton, 1981, in constant change modeling, practice (Foely,
and discouragement p. 6) (Ertmer & Newby, observation, 2004)
of non desirable 1993) and imitation
behaviors. Behavior The learner is (Learning- The need to create
can be learned, it can very active in Theories.com, change in skills,
also be unlearned the learning n.d.) knowledge levels
and relearned process and attitudes
(Standridge, 2002) (Ertmer & about things.
Newby, 1993) (Russell, 2006)

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 Learning Theory Matrix

Q2 Behaviorist Cognitive Constructivist Social Connectivism Adult Learning

Theory Theory Theory Learning
Theory

What Environmental Environmental Both the learner Learners learn Developing Past life and work
factors conditions, the use conditions; and the through social connections experiences, and
influence of assessment and instructional environment interactions between ideas, previous
reinforcements explanations influence learner. with more concepts and knowledge and
learning? and the which should be The content must knowledgeable fields; learning
arrangement of built on the be embedded in learners. and working experiences.
stimuli and learners attitude, the situation. Collaboration with others Learning could be
consequences previous Real settings and with other and stay because of a life-
(Ertmer & Newby, experiences and the tasks are learners current (Davis changing event.
1993). beliefs (Ertmer & relevant to the through et al, 2008) (Conlan,
Positive and Newby, 1993). learner’s community of Grabowski &
negative “Meaningfulness, experience practice. Smith, 2003).
reinforcements; elaboration, (Ertmer & Newby, (Kim, 2001)
extinction and organization and 1993) Motivation, the
punishments links to schema level of
(Standridge, 2002) structure” engagement in the
(Ormord, Schunk, learning process,
& Gredler, 2009) and how the
learning is applied
(Russell, 2006)

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 Learning Theory Matrix

Q3 Behaviorist Cognitive Constructivist Social Connectivism Adult Learning

Theory Theory Theory Learning
Theory

What is Memory is not Memory is very The memory is As this theory It is used to Information is
the role typically addressed important for the always under is described as identify most likely
by behaviorists learning process. construction. a bridge adaptive remembered
of
(Ertmer & Newby, Information is The learner between patterns; it is when learning is
memory? 1993) organized in the does not recall behaviorist descriptive of based on the
The mind is a "black memory in a data but utilize and cognitive the present application
box" the response to meaningful way to the pre-existing theories, state in exercises and
stimulus can be facilitate the knowledge memory is a networks. discussions.
observed retrieval of the (Ertmer & key in (Siemens, (Russell, 2006)
quantitatively” information Newby, 1993) retaining and 2006;
(Mergel, 1993) (Ertmer & Newby, encoding Giesbrecht, I remember
1993) information. 2007) information by
The information is Information is researching and
received in based on relating it to my
memory through observation life.
networks that links (Learning-
to other Theories.com,
information in n.d.)
memory;
information could
be stored in the
short-term
memory (STM), or
transferred to the
long-term (LTM)
memory or it get
lost (Ormord,
Schunk, & Gredler,
2009)

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 Learning Theory Matrix

Q4 Behaviorist Theory Cognitive Constructivist Social Connectivism Adult Learning

Theory Theory Learning
Theory

How “Transfer is a result When Learning takes Learning By linking to Acquisition:

does of generalization” information is place in a context happens the sources of understand
(Ertmer & Newby, spread through without the use of through knowledge knowledge
transfer
1993, p. 56) the memory in set tools. effective (Siemens, Reflection:
occur? which it is The transfer occur modeling 2006) so it is construct
linked to other when the learner starting with based on the knowledge and
information or is engaged in the attention, connections in create new
recalled use of the tools in retention, a network and meanings
(Ormord, et al, real world reproduction the nodes Practice-based:
2009) situations and motivation (Davis et al, practice
(Ertmer & Newby, (Learning- 2008) meaningful
1993) Theories.com, activities
n.d.) Co-emergent: learn
through
relationships
(Foley, 2004)

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 Learning Theory Matrix

Q5 Behaviorist Cognitive Constructivist Social Connectivism Adult Learning

Theory Theory Theory Learning
Theory

What Instructional cues, Communicate Learning is for Problem-based Complex Social education.
types of practice and information to the the advanced learning, learning; based
learning reinforcement student efficiently learner who can shared on abundant Courses to be
are best (Ertmer & Newby, and effectively by deal will teaching, peer information designed “with
explained 1993) using simplification unstructured collaboration and use of more student
by this Helps in and standardization and complex and learning technology in choice, open-
theory? determining goals (Ertmer & Newby, problems with others complex ended projects,
and outcomes 1993) (Ertmer & (Schunk as environments experientially
(instructional Teaching the Newby, 1993) cited in Kim, (Laureate based assignments
objectives) learners how to 2001) Education Inc., and interactive
(Laureate learn. 2009) materials”
Education Inc., In problem solving: (Foley, 2004,
2009) how to encode the p.195)
problem, retrieve
related information
from LTM.
Metacognition: self-
regulated, self
motivated, check
comprehension and
self-imposed
learners (Laureate
Education Inc.,
2009)

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 Learning Theory Matrix
References:

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and

technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Ertmer, P.A. & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an

Instructional Design Perspective. Performance Improvement Quarterly, 6(4).

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Giesbrecht, N. (2007). Connectivism: Teaching and learning. Retrieved December 18, 2011 from

http://sites.wiki.ubc.ca/etec510/Connectivism:_Teaching_and_Learning

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved

from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Laureate Education Inc. (2009). Behaviorism and instructional design. [Transcript]. Baltimore, MD: Ormord

Laureate Education Inc. (2009). Information processing and problem solving. [Transcript]. Baltimore, MD: Ormord

Laureate Education Inc. (2009). Connectivism. [Transcript]. Baltimore, MD: Siemens

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 Learning Theory Matrix

Learning-Theories.com (n.d.). Social learning theories (Bandura). Retrieved from http://www.learning-theories.com/social-

learning-theory-bandura.html

Mergel, B. (1993). Instructional design and learning theory. Retrieved from

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Russell, S. S. (2006). An overview of adult learning processes: Adult-learning principles. Retrieved December 18, 2011 from

http://www.medscape.com/viewarticle/547417_2

Seimens, G. (2006). Connectivism: Learning theory or pastime of the self-amused?. Retrieved from

www.elearnspace.org/Articles/Connectivism_response.doc

Wildman, T. M., & Burton, J. K. (1989). Integrating learning theory with instructional design. Journal of Instructional

Development, 4(3), 5-14. Retrieved from: http://www.springerlink.com/content/5781767116m5h001/fulltext.pdf

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