Learning Theories
Learning Theories Proponent Content and Assumption
 Behaviorism
John B. Watson (1878-1958) 1) The mind is a blank
and B. F. Skinner (1904- slate.
1990) 2) We have a few reflexes
and the ability to learn
and
3) It is the environment
that makes us who we
are.
Educational Aims Insights gained and
Reflections
 Behaviorism in
education, or behavioral
learning theory is a
branch of psychology
that focuses on how
people learn through
their interactions with
the environment.
 Behaviorist approaches
in education often focus
on clearly defined
learning objectives,
reinforcement, and
repetition to shape
desired behaviors.
 It is based on the idea
that all behaviors are
acquired through
conditioning, which is a
process of
 Accordingly, this
theory focuses on
external stimuli and
reactions to the
exclusion of internal
mental processes.
This approach has
practical applications
in learning theories
where reinforcement
and punishment play
a crucial role.
However, criticism
arises because it
ignores cognitive
aspects and the
complexity of human
behavior. Thinking
about behaviorism
encourages reflection
on its limitations in
explaining the
 reinforcement and
punishment.
 According to this theory,
learning is a change in
observable behavior
that results from
experience.
 Cognitive Jean Piaget, Lev Vygotsky, 1) It Focuses on mental  To enhance cognitive
and Jerome Bruner. processes, including skills to improve
memory, perception, memory, attention, and
problem-solving, and problem-solving skills to
critical thinking. enhance overall
Emphasize the cognitive abilities.
importance of  Promote Critical
understanding and how Thinking to develop
individuals acquire, students' ability to
organize, and use analyze information,
information that helped evaluate evidence, and
for their development. make informed and
2) Assumes that learning appropriate decisions.
is an active process  To Facilitate Meaningful
where individuals Learning that Strives
construct their deep understanding by
knowledge based on connecting new
their experiences. information to existing
richness of human
experience, leading
many to embrace a
more holistic
approach that
integrates cognitive
and environmental
factors.
 Cognitive learning
theory emphasizes
mental processes like
memory and
problem-solving in
learning. Insights
gained include
understanding how
individuals process
information, apply
knowledge, and
develop problem-
solving skills.
 Reflection on this
theory underscores
its relevance in
education,
highlighting the
 Where the mind
actively processes
information using our
senses. Which humans
can be seen as data  It aims to cultivate
processing systems.
3) Also, Cognitive
education can develop
higher-order thinking
skills through
appropriate
instructional strategies.
 Constructivism Jean Piaget (1896-1980) 1) Constructivism is the  Constructivism is an
theory that says
learners construct
knowledge rather than
just passively take in
information.
2) The main assumptions
of constructivism are:
Individuals construct
meaning based on their
knowledge, fostering a importance of active
more meaningful engagement, critical
learning experience. thinking, and creating
meaningful
connections between
students' awareness new and existing
and control of their knowledge.
thought processes,  It also prompts
encouraging them to consideration of
become more effective personalized learning
and independent approaches,
learners. acknowledging the
diversity in cognitive
abilities and learning
styles among
individuals.
 Constructivism is a
action-oriented learning theory that
approach to learning, posits individuals
requiring students actively build their
to build upon existing understanding of the
knowledge to world by interpreting
understand better and and organizing new
apply new concepts. information based on
Teachers are there to their existing
shepherd students knowledge.
 previous experiences
and knowledge.
Learning is an active
process, as opposed to
passive absorption of  Theory that suggests
information. Knowledge
is constructed, not
discovered.
3) Knowledge is
constructed. Meaning
that knowledge is built
upon another
knowledge.
4) People learn to learn,
as they learn. Learning
involves constructing
meaning and systems
of meaning.  Encourages reasoning
5) Learning is an active
process. It involves
sensory input to
construct meaning.
6) Learning is directly
associated to our
connection with other
people.
through their cognitive  When we encounter
processing and devise
classroom activities to
help students learn.
learners actively
construct their own
understanding and
knowledge through their
experiences and
interactions with the
world. It emphasizes
the idea that learning is
an active process of
constructing meaning
rather than passively
receiving information.
and the development of
critical thinking,
incorporating personal
meaning, looking at the
big picture, using
authentic materials, and  Constructivism is like
divergent strategies.
new information, we
don't just store it like
files in a cabinet.
Instead, we engage
with it, relate it to
what we already
know, and reshape
our mental structures
accordingly. This
process involves
critical thinking,
problem-solving, and
sometimes
challenging our own
assumptions. It also
emphasizes the role
of the teacher as a
facilitator, guiding
learners through
experiences that
prompt exploration
and discovery.
being an active
architect of your own
 7) Students don’t learn learning journey,
isolated facts and continually building
theories separate from and renovating your
the rest of our lives we mental structures to
learn in ways connected make sense of the
to things we already ever-evolving world
know, what we believe, around you.
and more.  Constructivism is not
8) Learning exists in the about just about
mind. Hands-on memorizing the
experiences and answers and
physical actions are regurgitating them,
necessary for learning. but it is about the
student making the
learning their own, by
learning by doing and
problem solving.

 Humanism Abraham Maslow and Carl Humanistic learning theories,
Rogers proposed by Maslow and
Rogers, focus on the following:
1) Maslow's Hierarchy of
Needs:
- Maslow proposed a
hierarchy of human
 Facilitating Self-  Applying humanistic
Actualization: learning theories in
- Encouraging learners to education
realize and fulfill their emphasizes the
potential. importance of
- Fostering a supportive acknowledging and
environment that allows addressing the
individuals to explore diverse needs of
 needs, including and express each learner. By
physiological, safety, themselves. creating a positive
love and belonging, and supportive
esteem, and self- Promoting Personal Growth: learning environment,
actualization. educators can
- Learning is influenced - Emphasizing the nurture not only
by the satisfaction of importance of emotional academic
these needs. Higher- and psychological development but also
level needs become development. the emotional and
motivating factors for - Recognizing and psychological well-
personal growth and addressing individual being of students.
learning. needs for fulfillment and  Recognizing the
satisfaction. influence of personal
2) Rogers' Person- experiences and
Centered Theory: Creating Positive Learning motivations on
Environments: learning allows for a
- Rogers emphasized the more tailored and
importance of a - Establishing classrooms meaningful
supportive and or educational settings educational
accepting learning that prioritize experience. This
environment. He acceptance and positive approach encourages
introduced the concept regard. reflection on teaching
of "unconditional - Encouraging open methods, promoting
positive regard" and the communication and inclusivity, and
learner's need for self- collaboration among fostering a genuine
actualization. learners. connection between
 - Learning occurs when Individualized Learning:
individuals feel valued,
accepted, and free to
explore their potential.
Personal growth is
facilitated through self-
discovery and self-
expression.
educators and
learners, ultimately
- Recognizing and contributing to a more
respecting the fulfilling and effective
uniqueness of each learning journey.
learner.
- Tailoring educational
experiences to the
specific needs and
interests of individuals.

Emphasizing Experiential
Learning:

- Acknowledging the
value of hands-on
experiences and self-
discovery in the
learning process.
- Encouraging reflection
and personal insights.

 Connectivism George Siemens and 1) Learning and Educational Aim-  Exploring

Stephen Downes knowledge rests in the Connectivism is a relatively connectivism theory
diversity of opinions. new learning theory that aids in realizing that
2) Learning is a process of suggests students should learning extends
 connecting.
3) Learning may reside in and general information in a
non-human appliances. useful manner.
4) Learning is more critical
than knowing.
5) Nurturing and
maintaining connections
are needed for
continual learning.
6) The ability to see
connections between
fields, ideas, and
concepts is a core skill.
7) Accurate, up-to-date
knowledge is the aim of
all connectivist learning.
8) Decision-making is a
learning process. What
we know today might
change tomorrow.
While there’s a right
answer now, it might be
wrong tomorrow due to
the constantly changing
information climate.
combine thoughts, theories,
- Promotes learning that
happens outside of an
individual, such as
through social media,
online networks, blogs,
or information
databases.
- Creates collaboration
that, allows a
community of people to  it involves
legitimize what they’re
doing, so knowledge
can be spread more
quickly through multiple
communities. Wherein,
it promotes group
collaboration and
discussion, allowing for
different viewpoints and
perspectives when it
comes to decision-
beyond individual
minds, occurring
through connections
in networks of people
and information
sources. It involves
recognizing that
knowledge is
distributed and
constantly evolving
as individuals engage
with diverse
information in digital
environments.
understanding the
importance of digital
literacy for navigating
vast online
information and
utilizing technology
effectively in learning.
Additionally,
connectivism
encourages
embracing self-
 making, problem-
solving, and making
sense of information.
- Empowers students and
teachers. Connectivism
shifts the learning
responsibilities from the
teacher to the student.
It’s up to the learner to  it entails appreciating
create their own
learning experience.
The role of the educator
then becomes to
“create learning
ecologies, shape
communities, and
release learners into the
environment” (Siemens,
2003).
- Embraces diversity that
supports individual
perspectives and the
diversity of opinions,
theoretically providing
directed learning,
where individuals
actively seek,
evaluate, and create
knowledge, fostering
a sense of
responsibility for their
learning journey.
the necessity for
adaptability amid
rapidly changing
information
landscapes and
underscores the
importance of
continuous learning
to remain relevant.
Understanding the
role of communities
of practice is
emphasized,
highlighting
collaboration and
knowledge sharing
 for no hierarchy in the among groups with
value of knowledge. common interests or
goals.

 Lastly, connectivism
encourages the
development of
critical thinking skills
to assess and
synthesize
information critically,
especially
considering the
abundance of data
available in
interconnected
environments.

Group Members:

1. Flores, Cathy Jean P.

2. Lindongan, Jamaica
3. Camanian, Thalia
4. Dona, Chaira Kaye
5. Daganato, Jhorlyn
6. Deslate, Jodi
7. Solis, Julale
8. Dunggo, Ethel Joy
9. Coderos, Charmilyn
10. Canteveros, Annalyn