M02-2: Learning Theories []

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====== M02-2: Learning Theories ======

Learning theories seek to understand how humans learn. There are different learning theories: “classical” ones such as behaviorism, cognitivism, constructivism, and newer ones such as connectivism or experiential learning and many more (Fig. 1). Since they represent different paradigms, they each have a different outlook on what knowledge actually is and what makes learning “successful”.

Although there are many different learning paradigms (see for example [[https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/|GSI Berkeley]]), we will now deal with three dominating theories of knowledge acquisition (behaviorism, cognitivism and constructivism) that allow you to understand the process of learning - and finally also of teaching - in more detail.

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Learning Theories are frequently applied in teaching. See some examples here:

[[https://www.youtube.com/watch?v=KYDYzR-ZWRQ|Behaviorism]]

[[https://www.youtube.com/watch?v=gugvpoU2Ewo&t=163s|Cognitivism]]

[[https://www.youtube.com/watch?v=Xa59prZC5gA|Constructivism]]

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This table illustrates some key aspects of each learning theory. For deeper information, also check the links in the headlines of Tab. 1:

|   | [[https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/behaviorism/|Behaviorism]] | [[https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/cognitive-constructivism/|Cognitivism]] | [[https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/|Constructivism]] |
| View of knowledge | Knowledge is a repertoire of behavioral responses to environmental stimuli. | Knowledge systems of cognitive structures are acquired through instruction and constructed by learners based on pre-existing cognitive structures. |  Knowledge is constructed within social contexts through interactions with a knowledge community. |
| View of Learning | Passive absorption of a predefined body of knowledge by the learner. Promoted by repetition and positive reinforcement. | Assimilation and accommodation of new information to existing cognitive structures. 	Integration of students into a knowledge community. | Collaborative assimilation and accommodation of new information. |
| Learning results | Stimulus-response-connection | Abstract and generalizable knowledge (e.g. competencies, problem-solving etc.) | Contextualized knowledge, applicable knowledge for specific situations |
| Implications for teaching	| Correct behavioral responses are transmitted by the teacher and absorbed by the students. | The teacher instructs and facilitates learning by providing an environment that promotes discovery and assimilation/ accommodation | Collaborative learning is facilitated and guided by the teacher. Group work is encouraged. |
| Learning Design | Dividing content into smaller sections/units | Adapting learning materials to learners` conditions | Integration of learning and real-world contexts, Material is authentic, situated |
| Key methods | Sequential, prepared and structured exposure to content | Exposure to and exploration of content	| Exploration, project-work, cooperative learning |
| Control of learning process | Teacher-centred, learner passive | Teacher-centred instruction, learner-centred depending on learning progress	| Learner-centred |
| Control of learning outcome | Regularly at every step of the way, necessary in order to adapt learning opprtunities | Regularly after complete learning units, at best integrated in learning tasks | For own diagnosis, application-oriented exercises, to create a record of learning processes |
| Role of media | Controlling and regulating the learning process | Presentation of knowledge, interactivity, adaptivity | Offering opportunities to learn (collaboratively) in joint knowledge construction |

Tab. 1 Learning theories (adapted and translated from Kerres 2013, 147; adapted from [[https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/|Berkeley Graduate Division]]: Overview of Learning Theories)


==== Literature ====
Kerres, Michael (2013). Mediendidaktik. Konzeption und Entwicklung mediengestützter Lernangebote. 4. Auflage. München: Oldenbourg Verlag.