STUDENT NO. 5771706
Learning Foundations
Assignment 1
Farzam Garshasbi
8/27/2014
Contents
Part 1: Theoretical Foundations.................................................................................................................... 1
Similarities: ............................................................................................................................................... 1
Differences: ............................................................................................................................................... 2
Preferred Learning Theory ........................................................................................................................ 3
Part II: Synthesized View of Teaching, Learning, and Technology ................................................................ 4
References: ............................................................................................................................................... 5
Name: Mr. Farzam Garshasbi
Student No: 5771706
TT6001 Assignment 1
Part 1: Theoretical Foundations
In Unit 2, three major learning theories have been introduced and described. These major
theories are Behaviorist, Cognitivist and Constructivist. They, in general, provide an organized
set of principles explaining how individuals learn, acquire new knowledge and/or abilities (Dr.
Salinee Kuakiatwong, 2014)*. These key learning theories are similar and different in some
aspects, which will be elaborated on in the following and my synthesized view of teaching,
learning, and technology will be described after.
* Most of the frame of reference is based on the lecture by Dr. Salinee Kuakiatwong in
Assumption University. The name of the scholar is mentioned in front of each idea. The ideas
outside the lecture are referenced at the end of this paper.
Similarities:
It seems to be hard to find many similarities among the three major learning theories since each
theory was evolved as the opposite extreme to the previous one. However, it can be implied that
all the three theories believe in transferring of knowledge to the learner from an external source.
According to Behaviorist Learning Theory, “learning is as a response to events or stimuli and the
result of the reinforcement of the response” (B.F Skinner). In other words, an external factor,
which can be a teacher, causes learning. Similarly, Cognitivists claim that “learning is based on
cognitive processes that occur during the reception of information” (David Ausubel). Therefore,
the Cognitivist Theory also believes that learning is initiated by an external source because the
learner receives the information from an external factor such as a teacher. In the Constructivist
perspective learning is the result of a person’s individual experiences (Robert Gange). It is
implicitly understood that those experiences (in order for an individual to learn) are caused by an
external source, for instance a teacher. As explained above, it appears that all three major
learning theories believe in the role of teacher as an external factor in the learning process.
Moreover, the Cognitivist and Constructivist theories share a core principle, which is the role of
mental processes in learning. They both assume that the knowledge in the long-term memory
should be linked to what is learned as a new piece of information. According to Constructivist
perspective, learning occurs as the schemas in the long term memory are modified (Jean Piaget).
Schema is a person’s perception or representation of knowledge which is stored in the long term
memory (Brewer, 1999). Cognitivist advocates also believe that learning is the building of the
new knowledge on the top of the old knowledge (Jerome Burner). Hence, Cognitivist and
Constructivist perspectives are similar in terms of linking learning new knowledge to the long
term memory.
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Name: Mr. Farzam Garshasbi
Student No: 5771706
TT6001 Assignment 1
“Learning either assimilates or accommodates knowledge
based on existing schemas.”
– Jean Piaget
Furthermore, both Cognitivist and Constructivist perspectives stress the active role of learner in a
learning process. They both state that the individual builds ideas based on the already learned
concepts. Jerome Burner, a Cognitivist advocate, stated that students take an active role in the
learning process. Rober Gange, a Constructivist advocate, reckoned that learning is the product
of a person’s “cognitive effort”, which implies the active role of the learner in the learning
process.
“Learning is an active process in which learners build new
ideas or concepts based on their current/past knowledge.”
– Jerome Burner
“Learning is a result of an individual’s cognitive efforts to
construct his or her personal knowledge.”
- Robert Gange
As discussed above, Behaviorist, Cognitivist and Constructivist perspectives are similar in
considering transferring of knowledge to the learner from an external source, mainly a teacher.
Also, Cognitivist and Constructivist both indicate the role of mental processes in learning as well
as the active role of learner in a learning process.
Differences:
Behaviorist, Cognitivist and Constructivist theories of learning differ in many ways; however, in
the following part some of those differences will be described.
First of all, the Behaviorist perspective can be compared with the Cognitivist and Constructivist
theories in the role of the learner. As discussed earlier both Cognitivist and Constructivist
perspectives believe in the active role of the learner, while from Behaviorist viewpoint, learners
have a passive role. In other words, new knowledge is like a new behavior caused by
reinforcement of a response to a stimulus (B.F Skinner). In this sense, Behaviorist perspective
varies vastly with the other two theories.
Secondly, although Cognitive and Constructivist theories are similar in believing in the active
role of learner and the cognitive processes in learning, they contrast in how learners learn new
knowledge during cognitive processes. In the Cognitivist theory, learning is the result of change
in knowledge in the long term memory, while in the Constructivist theory, learning is the product
of a change in meaning constructed from experience (Dr. Salinee Kuakiatwong, 2014).
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Name: Mr. Farzam Garshasbi
Student No: 5771706
TT6001 Assignment 1
Practically, Cognitivist advocates suggest teachers to help students link the new knowledge to
their old knowledge. For example, to learn a new system of numbering like the figure below, the
new knowledge can be linked to the telephone keypad (See Figure 1). Constructivist advocates,
on the other hand, advise teachers to provide learners with real-life meaningful tasks through
which learning occurs.
Figure 1 Learning a New Piece of Information (Brabrand and Andersen, 2006)
To sum up, as far as the role of the learner is concerned, Behaviorist theory is very different from
Cognitivist and Constructivist perspectives. Moreover, in the Cognitivist theory learning is the
result of modifying the schemas in the long term memory, whereas in the Constructivist Theory,
learning occurs through meaningful tasks.
Preferred Learning Theory
I personally would more agree with the Constructivist Theory of learning compared to the other
two perspectives. The main reason for this preference is the stress on meaningful tasks and the
meaningful relation between the new knowledge and the real-life situations. Having taught for
over a decade, I have observed that learning occurs when the new knowledge is investigated by
the learners step by step. For instance, a High School Math teacher wants to teach inverse and
direct variation relationships:
By using the Constructivist theory, learners can learn this new knowledge more willingly and
more deeply. The teacher can ask the students to observe the time it takes for a skater to skate
down a ramp with a certain length and height. Students will investigate how the time (it takes to
skate down the ramp) will change as the length and height of the ramp change (See Figure 2).
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Name: Mr. Farzam Garshasbi
Student No: 5771706
TT6001 Assignment 1
Figure 2 A boy skating down a ramp
Then they will realize that as the length of the ramp increases, the time to skate down increases
too, but as the height of the ramp increases, the time to skate down decreases. Here, the teacher
can explain that time and lengths are directly proportional, while time and height are inversely
proportional. Since learners have experienced the direct and indirect variation relationships in a
meaningful way, they will learn the new knowledge more easily and they are more likely to
remember and use the rules in the future. Therefore I would most agree with the Constructivist
theory of learning.
Part II: Synthesized View of Teaching, Learning, and Technology
Unlike some teachers who focus on teaching, I tend to concentrate on learning. Teachers who
focus on teaching master the teaching methodologies and theories. They are equipped with
techniques, methods and technologies to be a great teacher. But I do not believe that being a
great teacher necessarily results in improvement of learning. Learning occurs when learners take
an active role to process the new information to modify their old information through doing
meaningful tasks (Brabrand and Andersen, 2006). So in my view of teaching, learning and
technology, there would be no “the best” learning theory or teaching methodology, instead I
single out the suitable techniques suggested by each theory in my situation in order to enhance
learning. The ultimate goal of a teacher, in my opinion, must be the occurrence of learning. In
other words, a teacher transfers new knowledge to students to change a level of ability
permanently (Dr. Salinee Kuakiatwong, 2014). Accordingly, any theory, technology,
methodology or technique must serve this function, which is learning. In my perspective of
learning and technology, I would ask myself “How does this help learning?” or “What learning
technique or technology can help enhance learning this topic?” before I use it. I might use some
techniques from the Behaviorist approach to learning. For example, the repetition drill used in
Audio-Lingual Method can be really helpful to boost self-confidence in students with low selfesteem, which can ultimately improve their learning. Similarly, I can choose the appropriate
techniques and technology based on the topic and the situation to optimize the learning objective.
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Name: Mr. Farzam Garshasbi
Student No: 5771706
TT6001 Assignment 1
In conclusion, in this paper the three learning theories were compared and contrasted, my
preferred learning theory was described, and my synthesized view of teaching, learning and
technology was elaborated.
References:
1- Brewer, W. F. (1999). Schemata. The MIT encyclopedia of the cognitive sciences.
Cambridge, Mass.: MIT Press.
1- Brabrand, C. and Jacob, A. Teaching Teaching & Understanding Understanding,
[internet] Available at: http://www.daimi.au.dk/~brabrand/short-film/
2- Dr. Salinee Kuakiatwong. Unit 2: Theoretical Foundations [PowerPoint slides]
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