Table Of Contents
Meaning and Nature of Learning………………………………………………………….. 2
Meaning of Learning. …………………………………………………,……………………. 2
Nature of Learning………………………………………………………………………….. 2
Characteristics of Learning………………………………………………………….…… 3
Constructivism Theory of Learning …………………………………………………….. 4
Difference Between Behavioral and Cognitive Learning Theories……………………… 5
Educational Implication of Learning Theories ……………………….………….....……. 6
Behavioral Learning Theories………………………………………………………...…… 6
Implication of the Behavioral Learning Theories……………………….…………….…..… 6
Cognitive Learning Theories……………………………….………….…………….…….. 7
Implication of the Cognitive Theories of Learning…………………….…………..….…….. 7
Summary…………………………………………………………..….…………………….. 8
References……………………………………………………………..………………….…. 9
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MEANING AND NATURE OF LEARNING.
Meaning of Learning.
Learning is the process by which an individual acquires knowledge, attitudes and skills that
are necessary to meet the demands of life. While touching a burning candle, a child gets
burnt and he withdraws the fingers. When he faces a similar situation again, he withdraws his
fingers faster. Gradually he learns to avoid not only the burning candle but also other burning
things. The behavior of an individual is thus changed through experiences. This change in
behavior brought about by experiences is commonly known as learning.
Thus, learning means change in behavior or behaviors potential that occurs as a result of
experience. Learning can result from both vicarious and direct experiences. Vicarious means
observing someone and learning from that observation and not being directly involved in the
experience. For example, a child learns how to clap hands by seeing someone else do it.
Learning also takes place through direct experiences. For example, a child learns to write by
practicing writing. A child normally learns from his parents, teachers and the environment.
Nature of Learning
1. Learning is Universal. Every creature that lives learns. Man learns most. The human
nervous system is very complex, so are human reactions and so are human acquisition.
Positive learning vital for children’s growth and development.
2. Learning is through Experience. Learning always involves some kind of experience,
direct or indirect (vicarious).
3. Learning is from all Sides: Today learning is from all sides. Children learn from parents,
teachers, environment, nature, media etc.
4. Learning is Continuous. It denotes the lifelong nature of learning. Every day new
situations are faced and the individual has to bring essential changes in his style of behavior
adopted to tackle them. Learning is birth to death.
5. It results in Change in Behavior. It is a change of behavior influenced by previous
behavior. It is any activity that leaves a more or less permanent effect on later activity.
6. Learning is an Adjustment. Learning helps the individual to adjust himself adequately to
the new situations. Most learning in children consists in modifying, adapting, and developing
their original nature. In later life the individuals acquire new forms of behavior.
7. It comes about as a result of practice. It is the basis of drill and practice. It has been
proven that students learn best and retain information longer when they have meaningful
practice and repetition. Every time practice occurs, learning continues.
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8. Learning is a relatively Permanent Change. After a rat wake up from his nap, he still
remembers the path to the food. Even if you have been on a bicycle for years, in just a few
minutes practice you can be quite proficient again.
9. Learning as Growth and Development. It is never ending growth and development. At
reach stage the learner acquires new visions of his future growth and news ideals of
achievement in the direction of his effort. According to Woodworth, “All activity can be
called learning so far as it develops the individual.”
10. Learning is not directly observable. The only way to study learning is through some
observable behavior. Actually, we cannot observe learning; we see only what precedes
performance, the performance itself, and the consequences of performance.
CHARACTERISTICS OF LEARNING
On the basis of analysis of various definitions of learning Yokam, Simpson and Mursel, here
are some of the basic characteristics of learning:
✓ Learning is Growth.
✓ Learning is Adjustment.
✓ Learning is Intelligent.
✓ Learning is Active.
✓ Learning is the product of Environment.
✓ Learning is both Individual and Social.
✓ Learning is Purposeful.
✓ Learning is organizing Experience.
✓ All living is Learning.
✓ True Learning affects the conduct of the learner.
✓ Learning is Universal.
✓ Learning is Change.
✓ Learning is a Process not a product.
✓ Learning is transferable.
✓ Learning is total reaction of the individual to total situation.
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CONSTRUCTIVISM THEORY OF LEARNING
The constructivist theory is based around the idea that learners are active participants in their
learning journey; knowledge is constructed based on experiences. As events occur, each
person reflects on their experience and incorporates the new ideas with their prior knowledge.
Learners develop schemas to organize acquired knowledge. This model was entrenched in
learning theories by Dewey, Piaget, Vygotsky, Gagne, and Bruner.
As an educator, it is important to understand the theory of constructivist learning. Each
student that enters your classroom has a unique perspective on life that has been created by
their unique experiences. This will impact their learning. If the basis of the constructivist
theory states that students construct new knowledge on what they have already had, the entry
point of their learning journey is of utmost importance.
The theory of constructivism has many elements. These principles outline the theory as a
whole and how they affect the learning of the students. The main points are listed below:
Every knowledge is constructed: Every student begins the learning journey with some
preexisting knowledge and then continues to build their understanding on top of that. They
will select which pieces of the experience to add, making everyone’s knowledge unique.
Learning is a social activity. Interacting with others is vital to constructing knowledge.
Group work, discussions, conversations, and interactions are all important to creating
understanding. When we reflect on our past experiences, we can see how our relationship
with others is directly connected to the information learned.
Learning is an active process. Students must actively engage in discussions and activities in
order to construct knowledge. It is not possible for students to take on a passive role and
retain information. In order to build meaningful ideas, there must be a sensory response.
Learning is contextual. Isolation is not the best way to retain information. We learn by
forging connections between what we believe and the information we have already. Learning
also occurs in the situation within the context of our lives, or alongside the rest of our
understanding. We reflect on our lives and classify the new information as it fits into our
current perspective.
People learn to learn, as they learn. As each student moves through the learning journey,
they get better at selecting and organizing information. They are able to better classify ideas
and create more meaningful systems of thought. They also begin to recognize that they are
learning multiple ideas simultaneously, for example, if they are writing an essay on historical
events, they are also learning elements of written grammar.
Learning exists in the mind. Hands-on activities and physical experience are not enough to
retain knowledge. Active engagement and reflection are critical to the learning journey. In
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order to develop a thorough understanding, students must experience activities mentally as
well.
Knowledge is personal. Because every person’s perspective is unique, so will be the
knowledge gained. Every individual comes into the learning activity with their own
experiences and will take away different things as well. The theory of constructivist learning
is based entirely around each individual’s own perspective and experiences.
Motivation is key to learning. Similar to active participation, motivation is key to making
connections and creating understanding. Students cannot learn if they are unwilling to reflect
on preexisting knowledge and activate their thought process. It is crucial that educators work
to motivate their students to engage in the learning journey
DIFFERENCE BETWEEN BEHAVIORAL AND COGNITIVE LEARNING THEORIES
The listed points here below explain the major differences between the behavioral and
cognitive theories of learning.
a. Definition
Behavioral learning theory is a learning theory that focuses on observable behaviors and
discounts any independent mental activity. In contrast, Cognitive learning theory is a broad
learning theory that explains how humans’ mind work while they learn.
b. Base
Moreover, behavioral learning theory is based on the concept of stimulus and response, while
cognitive learning theory is based on mental processes.
c. Focus
Behavioral learning theory focuses on observable behaviors, while cognitive learning focuses
on mental activities and processes.
d. Key Contributors
J. B. Watson and B. F. Skinner are the main contributors to behaviorist learning theory while
Jean Paget is the main contributor to cognitive learning theory.
e. Conclusion
In brief, behavioral learning theory is a learning theory that focuses on observable behaviors
and discounts any independent mental activity. In contrast, cognitive learning theory is a
broad learning theory that explains how humans’ mind work while they learn. The main
difference between behavioral and cognitive learning theory is that the former focuses on
observable behaviors while the latter focuses on mental activities and processes
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EDUCATIONAL IMPLICATION OF THE LEARNING THEORIES MENTIONED
A. Behavioral Learning Theories
Behavioral learning theories view learning as change in rate/frequency of occurrence, or
form of behavior or response which occurs primarily as a function of environmental factors
(Chunk, 2012). They also contend that learning involves the formation of associations
between stimuli and responses. Behaviorists explain learning in terms of observable
phenomena, and reinforcing consequences make the response more likely to occur whereas
punishing consequences make it less likely. The role of environment specifically how stimuli
are arranged and presented and how responses are reinforced are of most important.
Motivation is the process whereby goal-directed activities are instigated and sustained.
IMPLICATION OF THE BEHAVIOURAL LEARNING THEORIES
As environment properly arranged help learning to occur, teachers should prepare the
environment that will help learners to learn such as arranging activities that suit environment.
Teachers also need to help learners make practice of what they have learned. This is
important as learning is subject to the rate of occurrence of behavior. The practicing is
important for strengthening the responses.
Learning should be reinforced. Students should therefore be given rewards. Teachers are to
reward any desired behavior in learning. However, to weaken the undesired behavior learned,
teachers should apply punishment. In developing the profession of teaching, teachers have to
note that developing professionally has some benefits such as being able to help learners
learn. Increasing the knowledge base, being rewarded economically and
developing/improving their personal lives. This is to say teachers plan to develop
professionally due to these observable benefits as well.
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B. Cognitive Learning Theories
Cognitive learning theorists stress the acquisition of knowledge and skills, formation of
mental structures and processing of information and beliefs (Chunk, 2012). To cognitivists,
learning is an internal mental phenomenon inferred from what people say and do. They
contend that learning best takes place by doing it (Aggarwal, 1994).
Cognitivists acknowledge the role of environmental conditions as influences on learning, but
teachers’ explanations and demonstrations of concepts serve as environmental inputs for
students. Practice of skills and correct feedback as needed promote learning. What students
do with information, how they attend to, rehearse, transform, code, store, and retrieve is
critically important. In general cognitivists suggest that learning takes place in the mind as is
a result of mental processes on the information received.
IMPLICATION OF THE COGNITIVE THEORIES OF LEARNING
Teachers should organize the teaching materials in a way that the concept in them can easily
be acquired and processed by learners’ mind. Teachers need to use variety of teaching
techniques. This helps teachers lead students to explore the concepts from different angels.
Observational learning by Albert Bandura suggests that students learn by observing.
Teachers therefore need to be role models to their students.
Current learning builds upon the previous one. Teachers therefore should seek for students’
prior knowledge before they launch new concepts. Teachers need to provide exercises and
practices to the learners. This is because students learn best in the course of doing exercises.
Exercises help to accommodate the information into the mind. Courses and topics should be
divided into subparts which can easily be understood by students. The small parts should be
taught in such a way that they reinforce each other.
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SUMMARY
In summary, we may refer to Learning as permanent change in human behavior and It can
result from both vicarious and direct experiences. It can be in the form of the following
examples; Learning by watching, imitating and practicing, conversation teaching and helping,
critical thinking and so on.
Learning is also a gradual process i.e.; people learn slowly with time.
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REFERENCES
1. https://www.psychologydiscussion.net/learning/learning-theory/learning-naturecharacteristics-and-theories-psychology/2493
2. https://educationaltechnology.net/constructivist-learning-theory/
3. https://pediaa.com/difference-between-behavioral-and-cognitive-learningtheories/amp/
4. https://www.grin.com/document/293498
5. https://courses.lumenlearning.com/edpsy/chapter/behaviorism-in-the-classroom/
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