Learning, according to behaviorism, is associated with changes in the form or frequency of observable performance. When a suitable reaction is displayed following the presentation of a stimulus, learning has occurred. There is no attempt to establish the structure of a student’s knowledge or to assess which mental processes are required. Behaviorists aim to suggest the most effective ways of developing and strengthening stimulus-response linkages. Many of behaviourism’s essential assumptions and traits are ingrained in modern instructional design approaches.
For the behaviorist, the purpose of education is to elicit the desired reaction from students. Cues (to first induce the delivery of the answer) and reinforcement are widely used in instructions (to strengthen correct response in the presence of the target stimulus). Finally, learning is exhibited when the manager consistently organizes the agenda after receiving the instruction to format a meeting agenda.
Cognitive theories emphasize the learner’s acquisition of information and internal mental structures. Learning is associated with discrete changes in knowledge rather than changes in response likelihood. The learner is seen as a highly engaged participant in the learning process. Cognitivism, like behaviorism, stresses the importance of environmental factors in aiding learning. The cognitive method focuses on transforming the student by encouraging him or her to employ suitable learning strategies. Learning occurs when information is structured and meaningfully maintained in memory.
Constructivists contend that conduct is situational. Just as different shades of meanings of given words always change a learner’s “present” grasp of a word, ideas will evolve with each new application. As a result, it is vital that learning takes place in realistic environments. “Memory” is always being built as a cumulative history of encounters. Experience representations are not codified or arranged into a single piece of declarative knowledge.
Constructivists value the flexible use of pre-existing knowledge over the recall of prefabricated schemas. The constructivist viewpoint holds that learning is always contextual. According to Jonassen (1991a), constructive learning settings are the most effective for advanced knowledge acquisition. Although the emphasis on performance and instruction has been shown to be beneficial in teaching fundamental abilities, most of what needs to be learnt include advanced knowledge in unstructured areas.
Reference:
II. Learning and Instruction – Foundations of Learning and Instructional Design Technology. (2018, January 1). II. Learning and Instruction – Foundations of Learning and Instructional Design Technology; edtechbooks.org. https://edtechbooks.org/lidtfoundations/learning_and_instruction