Cairo University

Faculty of Nursing
1st semester

2nd Assignment

Comparison between
learning theories
Presented to :
 Prof.Dr.Nagat Elmorsy
 Ass.Prof.Dr.Sayda Mohamed
 Dr.Ehsan Yehia

Presented by:
Aya Mohamed farouk Mohamed
 Learning theories

Main Primary focus Assumptions Role of teacher Role of learner Source of

theorists motivation
 Learning happens when 1. Teachers must give
1. Learners are
Behaviorism
theory


Pavlov
Skinner
 Stimulus – a correct response is
demonstrated following
immediate feedback.
2. Break down the task into basically
 Drive
reduction
response passive, just
the presentation of a small steps.
responding to
specific environmental 3. Repeat the directions as
 Environmental stimulus (conditions). many times as possible.
stimuli.
stimulus 4. Work from the simplest to
conditions and  Emphasis is on the most complex tasks. 2. Respond to
reinforcement observable and 5. Things should be adjusted reinforcement.
promote measurable behaviors and be age oriented.
changes in (involuntary responses). 6. Teachers should
responses.
 All behaviors are
understand that schools
are the cause of
3. Pace
themselves in
 To change acquired through unintentional Learning an assignment
behavior, conditioning. through classical to work from
change the conditioning, especially the most basic
environment. anxiety. Teachers must to the more
 Behaviors can be know how to teach & complicated
unlearned and replaced designs the learning concepts.
with new once. environment.
 The desired response
7. Instructor shapes learner’s
behavior by positive/
4. Ask questions
must be rewarded in negative reinforcement. for more
order for learning to clarity in
8. Positive reinforcement is
take place. directions.
more effective.
9. Teacher presents the
 A learner starts with
information & then
clean state, and behavior
is shaped by positive
students demonstrate that 5. Ask for
they understand the feedback.
and negative
material.
reinforcement.
10. Students are assessed
primarily through tests.
 Main Primary focus Assumptions Role of teacher Role of learner Source of
theorists motivation
 People learn through 1. To encourage students to
Social  Bandura  External role observing others’ develop their individual 1. Active learner  Socialization
learning  Vygotsky models and behavior, attitudes, and self-efficacy through experiences
theory their perceived outcomes of those confidence building and 2. Observes
reinforcement behaviors. constructive feedback, a others and  Role models
along with concept that is rooted in regulates
learner’s  “Most human behavior social learning theory. decision to  Self-reactive
internal is learned reproduce influences
influences. observationally through 2. Listen to students’ ideas behavior. (observe self,
modeling: from and encouraging them set goals, and
observing others, one reinforce
forms an idea of how 3. Encourage students to performance
new behaviors are actively participate in
performed, and on later doing, discussing and
occasions this coded creating
information serves as a
guide for action.” 4. Provide more than one
source of information so
students can see different
perspectives and have
many inputs

5. Encourage students to
compare and contrast
ideas Include writing, so
that students can think
through their ideas

Main Primary focus Assumptions Role of teacher Role of learner Source of

 theorists motivation
 Learning and knowledge 1. Follow the blogs of those
Connectivism  Siemens  Learning means rests in diversity of who innovate with 1. Learner is  Curiosity
theory  Downes building a opinions. educational technologies self-directed
network  Learning is a process of learning via  Explores
connecting specialized 2. Experiment with web nodes “ diverse ideas
nodes or information services and tools that content & practice
sources. might enrich teaching and source,
 Learning may reside in learning people,
non-human appliances. group” within
 Capacity to know more 3. Use publishes and share network
is more critical than resources through blogs,
what is currently known photo and video sharing 2. Learners
 Nurturing and sites. make
maintaining connections connection
is needed to facilitate 4. Encourage students to use between
continual learning. the web for scholarly information to
 Ability to see resources – being critical build
connections between and selective, and knowledge
fields, ideas, and attributing sources.
concepts is a core skill.
 Currency (accurate, up- 5. Assign student activities
to-date knowledge) is that enable effective use of
the intent of all media to report process
connectivist learning
activities. 6. Help learners
 Decision-making is it a construct their own
learning process. personal learning
environments that enable
them to connect to
‘successful’ networks
Boston: Allyn and Bacon.
Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of
education (7th ed.). New Jersey: Merrill Prentice Hall.
Gutek, G. L. (2004). Philosophical and ideological voices in education.
Boston: Allyn and Bacon.
Ozmon, H. A., & Craver, S. M. (2003). Philosophical foundations of
education (7th ed.). New Jersey: Merrill Prentice Hall.