INTRODUCTION

Learning can be defined as a change in behavior or a change in mental or

emotional functioning. Learning occurs as individuals interact with their environment,
incorporating new information into what they already know. Learning theories are descriptive in
that they focus on and describe the process used to bring about changes in either the way in
which students perform or the way in which they understand or organize elements in their
environment.

THEORIES OF LEARNING

A learning theory is a coherent framework and set of integrated constructs and principles and
that describe, explain or predict how people learn. There are mainly five types of learning
theories;

1. Behavioural learning theory

2. Cognitive learning theory
3. Social learning theory
4. Psychodynamic learning theory

1.Behavioural learning theory

Behaviorism is a theory of animal and human learning that only focuses on objectively
observable behaviors and discounts mental activities. Behavior theorists define learning as
nothing more than the acquisition of new behavior.

B.F Skinner: operant conditioning

 Behavioral or operant conditioning occurs when a response to a stimulus is reinforced.

Basically, operant conditioning is a simple feedback system: if a reward or reinforcement
follows the response to a stimulus, then the response becomes more probable in the
 future. For example, leading behaviorist B.F Skinner used reinforcement technique to
teach pigeons to dance and bowl a ball in a mini- alley.

Ivan Pavlov: classic conditioning

Classic conditioning occurs when a natural reflex response to a stimulus. The most popular
example is Pavlov’s observation that dogs salivate when they eat or even see food. Essentially,
animal and people are biologically “worried” so that a certain stimulus will produce a specific
response.

2. Cognitive learning theory

Believe that higher order thinking skills is a result of far more complex processing than just
stimulus- response sequence.

Jean piaget (1969)

 Cognitive development is the growth of logical thinking from infancy to adulthood.

 He identified and described four sequential stages of cognitive development.
(Sensory motor, preoperational, concrete operations and formal operations)

3. Social learning theory

According to early social learning theory, much of the learning occurs by observation-
watching other people and discerning what happens to them.

Learning is often a social process, and other individuals, especially “significant others”
provide compelling examples or role models for how to think, feel and act.

Bandura (1977, 1986, 2001)

Role model is a central concept of the theory example: a more experienced nurse who
demonstrates desirable professional attitudes and behavior sometimes is used as a mental for less
experience nurse, while medical students, interns and residents are mentored by attending
physicians.

 Four step process that directs to learning; Attention phases, Retention phase,
Reproduction phase and Motivational phase

4. psychodynamic learning theory

 Central principle of the theory is that behavior may be conscious or unconscious that is
individuals may or may not be aware of their motivations and why the feel, think and act as
they do.

Erik Erikson(1968)

The eight stages of life, organized around a psychosocial “crisis” to be resolved at each
stage.

1. Infancy: birth to 18 months ( trust vs. mistrust)

2. Early childhood: 18 months to 3 years ( autonomy vs. shame and doubt)
3. Late childhood: 3-5 years( initiative vs. guilt)
4. School age: 6- 12 years( industry vs. inferiority)
5. Adolescence: 12- 20 years( identity vs. role confusion)
6. Young adulthood: 18- 25 years( intimacy vs. isolation)
7. Adulthood: 25- 65 years( generatively vs. stagnation)
8. Maturity: 65 to death( integrity vs. despair

CONCLUSION

The main focus of the educational experience is the learner as active participant in
transaction with the teacher, peers and the larger environment. The learning theories provide a
guide for faculty to use within the teaching – learning process. Each theory has varying degrees
of usefulness depending on the faculty’s philosophy about teaching, which guides the
curriculum, student’s characteristics, the purpose, nature and content of the course. Within these
contextual variables, faculty needs to weigh the advantages of each theory and select those that
are most appropriate.

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