Different Approaches to Learning: An Overview of Behaviourism, Cognitivism, Constructivism, and Connectivism

Clayton R. Wright crwr77[at]gmail.com

People are able to learn in a variety of ways. Below are four approaches to learning that can be used to help you design learning activities and materials.

Behaviourism (Pavlov, Thorndike, Watson & Skinner)

The mind is a “black box”. Thus, the focus is on the end product of learning rather than how learning occurs.

A direct link between input (stimulus) and output (response) exists. One manipulates the inputs to produce the desired behaviours. Positive and negative

feedback can used to reward, reinforce, or eliminate specified behaviours. Learners learn at their own pace.

Implications of Behaviourism The focus is an observable behavior that can be measured. Often aspects of learning that

are difficult to measure, such as changes in attitudes, are the most important components to an education.

The type of feedback administered affects the learning outcomes. Repeated behavior becomes automatic. Behaviourism supports self-paced, individualized learning.

Cognitivism (Ausubel, Gagne, Briggs & Wagner)

Information is processed in the mind. Changes in behavior are examined for indicators of processes occurring in the brain. How information is registered, stored in working (short) and long-term memory, and

processed affects how and what we learn.

Implications of Cognitivism As the brain has a limited capacity to process information, information must be broken into

smaller pieces. In order to retain new information, the material must be presented with distinct features

that help the learner to distinguish the new information from previously learned material. Learners must be given the opportunity to practice in order to anchor the new information

to previously learned material.

Constructivism (Bartlett, Duguid & Vgotsky)

We construct our own perspective of the world. Learning is an active process – the mind alters the information within its own contextual

experience based on past experiences, beliefs, and mental structures. New knowledge is built upon previous knowledge. Learning is socially constructed. We learn best when working in groups.

Implications of Constructivism

We learn by doing and working in groups. We learn by solving problems We learn by reflecting on our personal actions and collaborative learning experiences.

Connectivism (Siemens, Downes & Anderson)

Learning is built upon networks of information, contacts, and resources that are applied to solve real or imaginary problems.

Information is not concentrated in one place, but distributed. The learning process requires individuals to gather, sort, and prioritize information.

Implications of Connectivism Learning depends on the development of networks that may offer a diversity of opinions. Learners should be introduced to a variety of information sources. Effective learning occurs if one nurtures networks and can see connections among the

resources, ideas, and concepts provided by the network. Decision-making is a learning process.

Groups vs Networks (Adapted from Anderson, T. 2010. Three Generations of Distance Education Pedagogy: Past, Present and Our Networked Future presented online for the Canadian Institute of Distance Education Research, May 2010)

GroupConscious membershipLeadership and organizationCohorts and pacedRules and guidelinesAccess and privacy controlsFocused and often time limitedExpected that members will help each otherMay be blended

NetworkShared interest/practiceFluid membership that self-organizesFriends of friendsReputation and altruism drivenEmergent norms, structuresActivity ebbs and flows; time is infiniteLittle expectation of direct reciprocityRarely face-to-face

Small groups can be very effective as they provide cognitive and social support. Groups can be guided or steered and are required to follow certain rules or guidelines. Members of the group get to know or meet each other. However, people must be willing to meet at a specific time and in a physical or virtual place. Often, all members of the group proceed at the same pace.

Networks are comprised of people who share a common interest and contribute to the development of the network because they want to help others and/or improve the world. They also want to obtain accurate, up-to-date information that is contextualized for a specific situation. Frequently, members of the network do not meet or know all members of the network. Networks can be difficult to guide and to sustain the motivation and commitment of the membership.