Running head: LEARNING THEORY ANALYSIS
Learning Theory Analysis
Chivonda Coleman
University of Arkansas at Little Rock
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LEARNING THEORY ANALYSIS
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Learning Theory Analysis
The objectivism and constructivist approach is important in learning. Both approaches
have different meaning and strategies to effective learning. A compare and contrast analysis
paper will include the components of each approach, the theories behind each approach, type of
instruction/learning for each approach, type of technology supports each approach, and examples
of available technology free to the public or education community to use/download.
The Components
Objectivism
One component for the objectivism approach of learning is transmitting
knowledge to the learner. Objectivism states that learning is directed by teachers because inquiry
methods are too slow. Another component to objectivism is students should pass the same tests.
Constructivist
The constructivist component focuses on hands-on instruction instead of teacher
instruction. Constructivist approach suggests that students participate in activities that help them
generate his or her knowledge in learning. Another component that constructivist suggest is
giving students the opportunity to show what they have learned other than taking a written test.
Theories
Objectivism
The theories for objectivism are behavior, information-processing, cognitive –
behavioral, and system theory. Each theory has its own meaning for learning. The psychologist
for each theory has their own meaning of what learning is and the importance (Roblyer &
Doering, 2013).
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Behavior theory defines learning as an activity that occurs in the mind, and it is
detected by observation. Behavior theory recognizes behavior to shape desired responses by
using positive reinforcement, negative reinforcement, and punishment.
Information-processing theory relates learning to human memory similar to a
computer storing information. Information-processing theory has three kinds of storage memory
that humans have are sensory registers used to receive information, short-term memory stores
information temporarily, and long-term memory stores information indefinitely (Roblyer &
Doering, 2013).
Cognitive- behavior theory provides conditions for learning by believing that
learning is shaped by optimal instructional conditions. Cognitive-theory states that different
skills require different learning strategies. The strategies or condition includes the nine events of
instruction and a skills hierarchy approach.
System theory manages the complexity of teaching by using a system of
instruction base on behaviorist theories. The purpose of the instructional system state the goals,
objectives, performing task analysis, matching assessment, creating, and revising materials
(Roblyer & Doering, 2013).
Constructivist
The theory behind constructivist includes social activism, social cognitive,
scaffolding, child development, discovery learning, and multiple intelligences. Each theory has
its own meaning of learning. The psychologist for each theory defines learning differently.
Social activism theory states that learning is a growth that comes from social
experiences. This theory believes that the school curriculum should come from students’ interest
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and taught as integrated topics rather than as isolated skills. John Dewey sums up this theory by
calling it learning as social experience.
Social cognitive theory states that learning is process from interactions among
behaviors, environment, and student factors. Social cognitive is defined as motivation to learn.
Albert Bandura identify social cognitive as the social influence on learning.
Scaffolding theory explains that learning is a cognitive development formed by
individual differences and the influence of culture. Through the scaffolding theory adults support
learning by helping children build on current cognitive skills. Lev Vygotsky sums up scaffolding
theory by stating learning is a cognitive building process.
Child development theory is cognitive growth that goes through neurological and
social maturation. This theory lists the different stages that a child goes through during the
cognitive stages. The cognitive stages are sensorimotor, preoperational, operational, and formal.
Discovery learning states that learning is the cognitive growth interaction with the
environment. Children in this stage are likely to understand and remember the concepts learn
while interacting with the environment. This theory allows teachers to provide opportunities to
the students by exploring and doing experiments.
Multiple intelligence theory defines learning by intelligence. The learning
intelligence is linguistic, musical, logical-mathematical, spatial, kinesthetic, intrapersonal,
interpersonal, and naturalist. Howard Gardner sums ups the multiple intelligence by saying it is
the role of intelligence in learning.
Types of Instructions
Objectivism
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Instruction for the behavior theory must provide the right stimuli and
reinforcement to achieve desired responses. Instruction for information- processing must gain
attention, administer the right application, and provide adequate practice to ensure retention.
Cognitive-behavioral instruction must provide activities that students can demonstrate they have
prerequisite skills from prior learning. The instruction for system approaches theory is structured
and sequential as it monitors students’ progress through the instructional system (Roblyer &
Doering, 2013).
Constructivist
Social activism instruction should focus on collaborative activities and actual
world situations. Social cognitive theory instruction should provide models that show good skills
by similar students. Scaffolding theory instruction is personalized to each student’s individual
needs and performance. Child development instruction should be match to students’
developmental stage and provides ways to explore the students’ opportunities. Discovery
learning theory instruction must allow students the opportunity for unstructured exploration and
self-discovery. Multiple intelligence theory instruction must allow different ways of learning.
Multiple intelligence instruction needs to show the competence in the same topics and materials.
Types of Technology
Objectivism
The type of technology behaviorist theory need is computer programs that can provide
consistent, reliable, and reinforcement on individual basis. Information – processing technology
needs computer applications to have qualities to attract students’ attention and provide repetitive
application and practice. Cognitive-behavioral theory needs computers that can give fast and
accurate information on students’ skill levels and provide instructional activities. System
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approach technology uses computer applications because it provides information, practice, and
assessments. Computer application can give fast and accurate information on the students’
progress.
Constructivist
Social activism use technology to support opportunities for collaboration by using
visual presentations to help students connect concepts with real-world applications. Social
cognitive use technology to show a variety of video models of good student performance and can
increase self-efficacy through videos. Scaffolding use technology to support multiple paths to
studying the same material and to help students understand complex concepts. Child
development theory use technology to support exploration activities for various stages of
development. Discovery learning use technology to make information and complex
environments for students to explore. Multiple intelligence theory uses multimedia for learning
because students can demonstrate learning by doing different roles in a group technology project
(Roblyer & Doering, 2013).
Examples of Free Technology
Below is a list of free available technology to the public or education community to download:
 Facebook
 Back Channels
 Google-“Google For Teachers”
 www.scribd.com- E-books
 Store.ovi.com- Free lesson plans and videos for teachers
 www.freetech4teachers.com- Video creation
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Conclusion
This analysis describes two views of learning; the objectivism and constructivism.
Both perspectives outline different learning theories and how each theory plays an important role
in learning. Instructions and technology leads to educational strategies.
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References
Roblyer, M., & Doering, A. (2013). Integrating Educational Technology Into Teaching.
Boston: Pearson.
Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved January 27,
2013, from thirteen: www.thirteen.org
Brooks, J. and Brooks, M. (1993). In Search of Understanding: The Case for
Constructivist Classrooms, ASCD
Rand, A. (1962). Ayn Rand Institute. Retrieved 2013, from Introducing Objectivism:
www.aynrand.org
Objectivism. (n.d.). Retrieved January 27, 2013, from The Free Dictionary:
www.thefreedictionary.com