"Learning is defined as a process that brings together personal and environmental
experiences and influences for acquiring, enriching or modifying one’s
knowledge, skills, values, attitudes, behavior and worldviews," notes the
International Bureau of Education. "Learning theories develop hypotheses that
describe how this process takes place."
Generally, there are five widely accepted learning theories teachers rely on:
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Behaviorism learning theory
Cognitive learning theory
Constructivism learning theory
Humanism learning theory
Connectivism learning theory
What are learning theories?
Theories in education didn’t begin in earnest until the early 20th century, but
curiosity about how humans learn dates back to the ancient Greek philosophers
Socrates, Plato and Aristotle. They explored whether knowledge and truth could
be found within oneself (rationalism) or through external observation (empiricism).
By the 19th century, psychologists began to answer this question with scientific
studies. The goal was to understand objectively how people learn and then
develop teaching approaches accordingly.
In the 20th century, the debate among educational theorists centered on
behaviorist theory versus cognitive psychology. Or, in other words, do people
learn by responding to external stimuli or by using their brains to construct
knowledge from external data?
The five educational learning theories
Today, much research, study, and debate have given rise to the following five
learning theories:
THEORY
EXPLANATION
APPLICATION
Behaviorism
As Simply Psychology
puts it: "Behaviorism is
only concerned with
observable stimulusresponse behaviors, as
they can be studied in a
systematic and
observable manner."
Learning is based on a
system of routines that
"drill" information into a
student’s memory bank,
as well as positive
feedback from teachers
and an educational
institution itself. If
students do an excellent
job, they receive positive
reinforcement and are
signaled out for
recognition.
Cognitivism
Learning relies on both
external factors (like
information or data) and
the internal thought
process.
Developed in the 1950s,
this theory moves away
from behaviorism to
focus on the mind’s role
in learning. According to
the International Bureau
of Education: "In
cognitive psychology,
learning is understood as
the acquisition of
knowledge: the learner is
an information-processor
who absorbs
information, undertakes
cognitive operations on
it and stocks it in
memory."
Constructivism
The learner builds upon
his or her previous
experience and
understanding to
"construct" a new
understanding.
"The passive view of
teaching views the
learner as ‘an empty
vessel’ to be filled with
knowledge," explains
Simply Psychology,
"whereas constructivism
states that learners
construct meaning only
through active
engagement with the
world (such as
experiments or realworld problem solving)."
Humanism
A "learner-centric
approach" in which the
potential is the focus
rather than the method
or materials.
With the understanding
that people are
inherently good,
humanism focuses on
creating an environment
conducive to selfactualization. In doing
so, learners’ needs are
met and they are then
free to determine their
own goals while the
teacher assists in
meeting those learning
goals.
Connectivism
Informed by the digital
age, connectivism
departs from
constructivism by
identifying and
remediating gaps in
knowledge.
Strongly influenced by
technology,
connectivism focuses on
a learner’s ability to
frequently source and
update accurate
information. Knowing
how and where to find
the best information is as
important as the
information itself.
Why are learning theories important?
It is part of the human condition to crave knowledge. Consequently, numerous
scientists, psychologists, and thought leaders have devoted their careers to
studying learning theories. Understanding how people learn is a critical step in
optimizing the learning process.
It is for this reason that teacher colleges or educator preparation programs spend
so much time having teacher candidates study human development and
multiple learning theories. Foundational knowledge of how humans learn, and
specifically how a child learns and develops cognitively, is essential for all
educators to be their most effective instructors in the classroom.
Pamela Roggeman, EdD, dean of University of Phoenix’s College of Education,
explains her take on the role learning theory plays in preparing teachers:
"Just as no two people are the same, no two students learn in the exact
the same way or at the exact same rate. Effective educators need to
be able to pivot and craft instruction that meets the needs of the
individual student to address the needs of the ‘whole child.’ Sound
knowledge in multiple learning theories is a first step to this and another
reason why great teachers work their entire careers to master both the
art and the science of teaching."
Although espousing a particular learning theory isn’t necessarily required in most
teaching roles, online learning author and consultant Tony Bates points out that
most teachers tend to follow one or another theory, even if it’s done
unconsciously.
So, whether you’re an aspiring or experienced teacher, a student, or a parent of
a student (or some combination thereof), knowing more about each theory can
make you more effective in the pursuit of knowledge.
Are there other theories in education?
Like students themselves, learning theories in education are varied and diverse. In
addition to the five theories outlined above, there are still more options, including:
Transformative learning theory: This theory is particularly relevant to adult
learners. It posits that new information can essentially change our
worldviews when our life experience and knowledge are paired with critical
reflection.
■ Social learning theory: This theory incorporates some of the tacit tenets of
peer pressure. Specifically, students observe other students and model their
own behavior accordingly. Sometimes it’s to emulate peers; other times it’s
to distinguish themselves from peers. Harnessing the power of this theory
involves getting students’ attention, focusing on how students can retain
information, identifying when it’s appropriate to reproduce a previous
behavior, and determining students’ motivation.
■ Experiential learning theory: There are plenty of clichés and parables about
teaching someone something by doing it, although it wasn’t until the early
1980s that it became an official learning theory. This approach emphasizes
both learning about something and experiencing it so that students can
apply knowledge in real-world situations.
■
How educational theories influence learning
Educational theories influence learning in a variety of ways. For teachers, learning
theory examples can impact their approach to instruction and classroom
management. Finding the right approach (even if it’s combining two or more
learning theories) can make the difference between an effective and inspiring
classroom experience and an ineffective one.
Applied learning theories directly impact a classroom experience in a variety of
ways, such as:
■
■
■
■
■
■
■
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Providing students with structure and a comfortable, steady environment.
Helping educators, administrators, students and parents align on goals and
outcomes.
Empowering teachers to be, as Bates says, "in a better position to make
choices about how to approach their teaching in ways that will best fit the
perceived needs of their students."
Impacting how and what a person learns.
Helping outsiders (colleges, testing firms, etc.) determine what kind of
education you had or are receiving.
Allowing students a voice in determining how the class will be managed.
Deciding if instruction will be mostly teacher-led or student-led.
Determining how much collaboration will happen in a classroom.
How to apply learning theories
So, how do learning theories apply in the real world? Education is an evolving field
with a complicated future. And, according to Roggeman, the effects of applied
educational theory can be long-lasting.
She explains:
"The learning theories we experienced as a student influence the type of work
environment we prefer as adults. For example, if one experienced classrooms
based heavily on social learning during the K-12 years, as an adult, one may be
very comfortable in a highly collaborative work environment. Reflection on one’s
own educational history might serve as an insightful tool as to one’s own fulfillment
in the workplace as an adult."
Educational theories have come a long way since the days of Socrates and even
the pioneers of behaviorism and cognitivism. And while learning theories will no
doubt continue to evolve, teachers and students alike can reap the benefits of
this evolution as we continue to develop our understanding of how humans most
effectively learn.
Educational theories of learning are one thing. Adult learning theories are
another. Learn more on our blog.
Ready to put theory into practice? Explore Foundations in Virtual Teaching at
University of Phoenix!
What are the Five Main Educational Learning Theories?
Cognitive Learning Theory
Cognitive learning theory looks at the way people think. Mental processes are an
important part in understanding how we learn. The cognitive theory understands
that learners can be influenced by both internal and external elements.
Plato and Descartes are two of the first philosophers that focused on cognition
and how we as human beings think. Many other researchers looked deeper into
the idea of how we think, spurring more research. Jean Piaget is a highly
important figure in the field of cognitive psychology, and his work focuses on
environments and internal structures and how they impact learning.
Cognitive theory has developed over time, breaking off into sub-theories that
focus on unique elements of learning and understanding. At the most basic level,
the cognitive theory suggests that internal thoughts and external forces are both
an important part of the cognitive process. And as students understand how their
thinking impacts their learning and behavior, they are able to have more control
over it.
Cognitive learning theory impacts students because their understanding of their
thought process can help them learn. Teachers can give students opportunities
to ask questions, to fail, and think out loud. These strategies can help students
understand how their thought process works, and utilize this knowledge to
construct better learning opportunities.
Behaviorism Learning Theory
Behaviorism learning theory is the idea that how a student behaves is based on
their interaction with their environment. It suggests that behaviors are influenced
and learned from external forces rather than internal forces.
Psychologists have been developing the idea of behaviorism since the 19th
century. Behavioral learning theory is the basis for psychology that can be
observed and quantified. Positive reinforcement is a popular element of
behaviorism—classical conditioning observed in Pavlov’s dog experiments
suggests that behaviors are directly motivated by the reward that can be
obtained.
Teachers in a classroom can utilize positive reinforcement to help students better
learn a concept. Students who receive positive reinforcement are more likely to
retain information moving forward, a direct result of the behaviorism theory.
Constructivism Learning Theory
Constructivism learning theory is based on the idea that students actually create
their own learning based on their previous experiences. Students take what
they’re being taught and add it to their previous knowledge and experiences,
creating a reality that’s unique to them. This learning theory focuses on learning
as an active process, which is personal and individual for each student.
Teachers can utilize constructivism to help understand that each student will bring
their own past to the classroom every day. Teachers in constructivist classrooms
act as more of a guide to helping students create their own learning and
understanding. They help them create their own process and reality based on
their own past. This is crucial to helping many kinds of students take their own
experiences and include them in their learning.
Humanism Learning Theory
Humanism is very closely related to constructivism. Humanism directly focuses on
the idea of self-actualization. Everyone functions under a hierarchy of needs. Selfactualization is at the top of the hierarchy of needs—it’s the brief moments where
a person feels all of their needs are met and that they’re the best possible version
of themselves. Everyone is striving for this, and learning environments can either
move toward meeting needs or away from meeting needs.
Teachers can create classroom environments that help students get closer to their
self-actualization. Educators can help fulfill students’ emotional and physical
needs, giving them a safe and comfortable place to learn, plenty of food, and
the support they need to succeed. This kind of environment is the most conducive
to helping students learn.
Connectivism Learning Theory
Connectivism is one of the newest educational learning theories. It focuses on the
idea that people learn and grow when they form connections. This can be
connections with each other or connections with their roles and obligations in
their lives. Hobbies, goals, and people can all be connections that influence
learning.
Teachers can utilize connectivism in their classrooms to help students make
connections to things that excite them, helping them learn. Teachers can use
digital media to make good, positive connections to learning. They can help
create connections and relationships with their students and with their peer
groups to help students feel motivated about learning.
What are Additional Learning Theories?
While these five learning theories are the main educational learning theories for
teachers who want to support their students’ learning, there are additional
theories they may want to understand. Some may work as good supplemental
theories for teachers to bolster their educational support with a new approach.
Transformative Learning Theory
Transformative learning theory is a great approach for adult education and
young adult learning. Also referred to as transformation learning, transformative
learning theory focuses on the idea that learners can adjust their thinking based
on new information.
This learning theory was founded by Jack Mezirow, who discovered it after doing
studies on adult women who went back to school. His initial research found that
adults don’t apply their old understanding to new situations and that having a
new perspective helped them gain a new understanding of things as they
change. Mezirow also believed that students had important teaching and
learning opportunities connected to their past experiences and that critical
reflection and review could lead to a transformation of their understanding.
This approach works well for adult students, as children don’t have the same kind
of transformation with their learning experiences—and with life experience. Adult
students could draw on childhood experiences and transforming those beliefs
and understandings using critical reflection, leading them to an understanding of
what they should believe and understand as adults.
Overall, the theory states that our worldview is changed the more we learn, which
helps us grasp new concepts and ideas. By getting new information that helps
evaluate past ideas, students are able to make a dramatic educational shift
beyond standard learning. Teachers can employ this learning theory by
encouraging their students to learn new perspectives while questioning their
assumptions and open the floor for discourse to cement their new train of thought.
Social Learning Theory
Using social learning theory can be a valuable tool for dealing with difficult
students who like to disrupt the classroom and cause trouble. This theory focuses
on the concept of children learning from observing others by acting on or not
acting on what they see exhibited by their classmates. For example, they may see
a classmate politely asking for a treat and getting one, or maybe they hear
another classmate talking about something new they’ve learned, which teaches
the student something new even if it’s not something they try themselves.
This learning theory was founded by Albert Bandura. He conducted an
experiment called the Bobo doll experiment in the early ’60s, during which he
studied children’s behavior after they watched an adult act aggressively with a
doll-like toy. He noted how the children reacted when the adult got rewarded,
punished, or suffered no consequences after they attacked the doll. Bandura
wrote about his findings in 1977, detailing social learning theory and how it
affected the behavioral development of students.
There are four elements to social learning theory:
● Attention, which calls upon different or unique lessons or activities to help
children focus.
● Retention, focusing on how the student will internalize information and
recall it later on.
● Reproduction, drawing on previously learned behavior and when it’s
appropriate to use it.
● Motivation, which can extend from seeing other classmates being
rewarded or punished for their actions.
By using social modeling based on these elements, teachers have a very powerful
tool in their arsenal that can effectively guide their students to be more active in
their learning, pay more attention, and channel their energy into their schooling.
Experiential Learning Theory
Experiential learning theory focuses on learning by doing. Using this theory,
students are encouraged to learn through experiences that can help them retain
information and recall facts.
Experiential learning theory, or ELT, was identified by David Kolb in 1984. Though
his influence came from other theorists such as John Dewey, Kurt Lewin, and Jean
Piaget, Kolb was able to identify four stages of ELT. The first two stages, concrete
learning and reflective observation, focus on grasping an experience. The latter
two, abstract conceptualization and active experimentation are about
transforming an experience. To Kolb, effective learning is seen as the learner goes
through the cycle of experiential learning theory. Students can enter the cycle in
any way and at any point.
Some examples of this form of learning include taking students to the zoo to learn
about animals instead of just reading about them or growing a garden to learn
about photosynthesis instead of watching a video about it. By creating
environments where students can learn and experience at the same time,
teachers offer students the opportunity to immediately apply their knowledge
and get real-world experiences. This approach also encourages teamwork and is
shown to improve motivation.
How to Apply Learning Theories in Teaching
Teachers can create specific strategies and techniques to apply these learning
theories in their classrooms. Teachers need to first focus on getting a well-rounded
education to learn about all kinds of techniques for teaching and classroom
management. Teachers need to understand learning theories to be prepared to
utilize them in their classrooms.
An understanding of learning theories helps teachers connect to all different kinds
of students. Teachers can focus on different learning styles to reach different
students, creating teaching that focuses directly on student needs and aptitudes.
What is Human
Centered Learning?
Education should seek to bring its subjects to the perfection of their moral,
intellectual and physical nature, in order that they may be of the greatest
possible use to themselves and others – Emma Hart Willard 1787-1870
Throughout my college experience, I was constantly aware that the focus of my classroom
experience was all about the content and not about the people who were present. If I decided not
to show up, the class would stay the same. On the other hand, if the content didn’t show up
(maybe due to a computer malfunction), everything about the class would be different. In
contrast, the learning I did outside of the classroom was centered around my interest, driven by
my curiosity, and dedicated to my development as the individual. I had expected formal
education to support this natural process of human development, but it mostly seemed to place
all kinds of barriers in the way of learning that might impact my life.
Formal Education is Not Producing the Intended
Results!
● A study of reading habits by the national endowment for the arts recognized that a huge
percentage of students stop reading after graduation, and that reading skills overall have
declined to the detriment of the American society and economy. – To Read or Not to
Read: A Question of National Consequence
● At least half of graduates surveyed by the Accenture College Graduate Employment
Research consider themselves under-employed and are “looking for more of a “me”
experience, where their passions will be acknowledged and their career path customized
to their interests.” Do they get trained for this at university?
● The Cooperative Institutional Research Program (CIRP) at UCLA reported in a 2012
study of American Freshman that 87.9 % of student surveyed reported going to college
“to be able to get a better job.”
● The Chronicle of Higher Education pointed with irony to a study by the Bureau of Labor
Statistics, which reported more than 300,000 waiters and waitresses with college degrees
alongside nearly 17 million other ‘educated’ Americans whose jobs do not require a
degree.
Obviously, Something Is Not Working!
Formal education is not producing the outcome that students expect and need. IDEO, a nonprofit organization dedicated to solving global problems through a Human-Centered design
process suggests that part of the problem is a solution that is not designed for the people who
need it. This is especially an issue for “non-homogenous” individuals or minorities (Brookfield,
2013). Smith & Ragan (1999) agree, citing examples of teachers who created instruction
materials and products that did not resonate with their students. Creativity must be coupled with
a human element of empathy in order to produce results that work!
A Proposal
Education systems are not needed for the mastery of content, but for the mastery of the
individual who must use it and further its development. The center of the classroom
experience must shift from the INFORMation of individuals, to the individuals inFORMATION.
The following mission statement of Yale College makes clear the human objectives of education
around which its experience should be developed:
The mission of Yale College is to seek exceptionally promising students of
all backgrounds from across the nation and around the world and to
educate them, through mental discipline and social experience, to develop
their intellectual, moral, civic, and creative capacities to the fullest. The
aim of this education is the cultivation of citizens with a rich awareness of
our heritage to lead and serve in every sphere of human activity. –
http://yalecollege.yale.edu/yale-college-mission
Origins of Human Centered
Learning
The proposed shift from content-centered learning to human-centered learning is not a new
concept. It is informed and developed by multiple learning theories and and key educational
leaders from a diverse range of perspectives (e.g. Maria Montessori, George Siemens, Howard
Gardner, Sugata Mitra, Jean Piaget, Lev Vygotsky, Albert Bandura, Sir Ken Robinson, Barry
Zimmerman, Stephen Brookfield, Paulo Friere, Benjamin Bloom, and others).
Learn more about the educators and theories that inform the idea which became Human Centered
Learning LLC
The Five Learning Fluencies
As part of implementing the Human Centered Learning model for educational design, I have
focused much of my academic work on exploring the way in which instruction could be changed
to account for what I had discovered in the theories represented above. The first step in my
process was to re-think assessment in a way that could account for individuality while at the
same time holding students accountable for progress (A Multi-Dimentional Model of
Assessment). This was followed by further digging into what skills and training were influential
for student success in an academic environment (Behind the Screens). I discovered and tested a
taxonomy of 5 different skill categories identified by the literature as essential to creating a
successful lifelong learner. These are introduced in the following study, explored in the context
of technology, and then tested for their potential to level the academic playing field in a survey
research study (The Impact of Learning Fluency on the Achievement Gap).
I became interested in this leveling of the academic playing field for two reasons. First, I
recognized the advantage that I had over other students simply because of certain skill sets I had
enjoyed both time and training to develop. Second, I had become sick of the way in which
education had become a sorting machine producing both an academic elite and a debt-ridden
subculture. The problems identified in the opening section also drove this as I came to recognize
the issue of millenial entitlement and dissatisfaction. My generation of students has been trained
how to pass tests, but life is about much more than this. From conversations with students and
teachers, I knew that these two groups had recognized the problem and would be prepared to
embrace a solution like the one I had designed.
However, I knew that it would be difficult to begin a process of change at the organizational
level. Where will students receive the education they need to become confident co-creators of
knowledge, society, culture, economy, and life? I am developing the 5 learning fluencies as a
starting point, but the long-term goal of this website is to support the creation of a new model of
formalized learning: Elyseum Hall. This type of academic institution will be dedicated to the
principles of Human Centered Learning, using INFORMation to shape the individuals
inFORMATION.
The model for Elyseum Hall can be viewed in its early stages of development in the ‘About’
section of the website. There you can also learn more about my academic history and what I am
looking for in a PhD program to continue researching this concept. To express your interest in
support or collaboration with this website or ongoing development of Human Centered Learning
and its theoretical framework, please contact me here.
A HUMAN-CENTERED LEARNING MODEL
From INFORMation to inFORMATION, Apart from the process for human formation in which
they are engaged, the knowledge that they collect has no meaning. Not to be confused with
cognitive development – a naturally occurring process- the formation of an individual requires
intentional input and it is the primary function of education to provide this in a way that
transforms the individual into a human being.
READ MORE
from INFORMation to inFORMATION
Education provides the nexus or the meeting point between individuals and information.
Because education deals with individuals, it is important for learners to understand what it means
to be human. Apart from the process for human formation in which they are engaged, the
knowledge that they collect has no meaning. Not to be confused with cognitive development – a
naturally occurring process- the formation of an individual requires intentional input and it is the
primary function of education to provide this in a way that transforms the individual into a
human being.
In order to understand what it means to be human, individuals at some point in their lives must
engage with the world they live in. This world exists in both visible and invisible aspects, which
all have an impact on the formation of an individual and society. Because education deals with
content, it is vital for students to understand how humans know things about the world.
Knowledge has an invisible context of philosophical foundation, ontological theory, moral codes,
and world views that affect everything a student wants to know.
Next, what is the result of humanity’s collective knowledge? How did language, civilization,
culture, arts, history, geography, and sciences come to be? How have they developed to their
present state? Then understanding various means of knowing like the scientific method, logic,
reason, observation, etc… what has humanity come to understand of the world? What are our
methods of interacting with and organizing information? What is the significance of discovery in
mathematics, astronomy, physics, geology, etc… These things have influenced life today in ways
that most people never understand, though they feel the effects.
Once students have an understanding of the process of knowing and an overview of the things to
be known, they are ready to begin the process of participating in the narrative of human history.
The tools of participation and successful engagement in life include skills like art, music,
communication, writing, speaking, debate, empathy, manners, fashion, dancing, eating, cooking,
sports, outdoorsmanship, physical fitness, etc…
In order for any of these previous activities to have value, students must understand themselves
in the context of the present day humanity. This can be understood through subjects like
psychology, physiology, sociology, and theology. It is important to expand students
understanding to all aspects of their emotional mental, physical, spiritual and social dimensions.
It is through these things that they can find purpose and meaning, and build and maintain healthy
relationships.
Finally in the last step of this process, though it has been ongoing since the beginning, the
student should discover how he or she is wired to engage with the surrounding world effectively
and begin to specialize in a specific field most suited to his or her individual and contextual
identity. Teachers continue to mentor students through this process, but the function of the
school changes. Instead of helping students discover what is, the school becomes the context of
beginning to pursue dreams both individually and collectively. The students begin to create what
will be.
The seemingly impossible goal of the educator is to make this entire process accessible to the
student in terms of time, finances, and knowledge. The function of the institution is to connect
the individual teachers and learners with strategy and resources to break down the goal and
makes its achievement accessible and sustainable.
Elyseum Hall is a model for formalized education designed to support a cost-effective HumanCentered Learning environment for students in their later teens or early twenties. It recognizes
and splits the dual function of teachers into subject matter experts and learning coaches who
together support a self-governed learning community in which the students themselves are the
primary teachers. Continue reading…