THEORIES OF

LEARNING
PROF. JANE KERUBO-PHD
PRESENTATION OUTLINE

• Introduction
• Lecture Objectives
• Definition of the term theory
Theories of Learning
• Behavioural Learning Theory
• Cognitive Information Processing Theory and Schema Theory and Cognitive load theory
• Constructivism and Situated Learning theory
• Principles of effective teaching and learning
INTRODUCTION AND OBJECTIVES

At the end of this lecture you should be able to:

• Define the term theory
• Describe the various theories of learning
• Use the various theories of learning to prepare for your teaching and learning activities
• Explain the phases of effective teaching and learning
DEFINITION OF CONCEPTS

Theory:
• Theory-a set of principles on which the practice of an activity is based "a theory of
education or theory of learning. It is an idea used to account for a situation or justify a
course of action. Therefore, theories of learning help us to understand how people learn.
• A theory is based on a hypothesis that is backed by evidence. A theory is a fact-based
framework for describing a phenomenon. A theory presents a concept or an idea that is
testable. Scientists can test the theory through empirical research and gather evidence
that supports or refutes it.
BEHAVIOURAL LEARNING THEORY

• This theoretical framework was developed in the early 20th century with the animal learning
experiments of Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, B.F. Skinner
and many others.
• Believed that learning can be understood, explained and predicted entirely on the basis of
observable events i.e behavior of the learner in a given environment
Relevance to teaching and learning
• Helps in the setting of behavioral objectives and also that practice in instruction. Repeated
behavior results in learning. It also encouraged instructional feedback: Reinforcement and
motivation. Correct behavior is rewarded and bad behavior is discouraged.
COGNITIVE INFORMATION PROCESSING THEORY

• Proposed by Atkinson & Shriffn (1968): Believes that there are 3 memory systems that
the learner uses to receive information from the environment and transform it for
storage, use and performance
• Sensory memory: perceives information, recognises it and codes it into patterns
• Short term memory: Holds the information briefly and makes sense and connects with long
term memory
• Long term memory: Helps learner to remember and apply information long after the learning
experience: Result is attention-encoding and retrieval
APPLICATION OF COGNITIVE INFORMATION
PROCESSING THEORY
• Attention: Direct learners attentions to what you would like them to learn by use of boldface,
italics in text, use of colour, slides, graphical diagrams
• Encoding: Help learners to make personally meaningful connections between new information
and their prior knowledge which important in learning new knowledge and skills
• Retrieval: they recall information from memory to apply it to context
Role of feedback
• Provides learner with knowledge about correctness of their response
• Provide corrective information that learner can use to modify performance
SCHEMA THEORY AND COGNITIVE LOAD THEORY

• It posits that knowledge is represented in long-term memory as packets of information

called schemata-related in systematic and predictable ways e.g knowledge or schema of “
farm” includes: kinds of animals, types of crops grown etc
• So learners use existing schemata to interpret events and solve problems and they
develop new and more complex schemata through experience and learning
SITUATED LEARNING THEORY

• It relies more on social and cultural determinants of learning. Knowledge results from
meaningful actions that have relations of meaning to one another in some cultural system
• Learning occurs through the learners participation in the practices of a community
• Situated Cognition argues that learning is “situated”, that is, learning is associated to high
degree to the activity, context and culture in which it occurs. According to the four major
theorists, Lave, Brown, Collins, and Duguid, this is not the case with most classroom
activities. Novice learners learn through a process of “legitimate peripheral participation”
within a “community of practice”.
CONSTRUCTIVISM THEORY.

• Constructivism argues that learning is an active process. Learners construct their own
knowledge by selecting and transforming information, constructing and refining
hypotheses, and decision-making. Discovery learning is one of the major themes of
constructivist theory. One of the implications of the theory is the importance of learner’s
motivation. Major work in this theory is done by Piaget and Bruner.
• Learning is from the inside. The learner imposes organization and meaning on the
surrounding environment and constructs knowledge in the process. In the classroom
engage learners in activities, provide opportunities for knowledge creation, support them
in setting their goals
PRINCIPLES OF FACILITATING EFFECTIVE LEARNING

The theories of learning share common principles of teaching and instruction which are
• Learning is promoted when learners are engaged in solving real world problems
• Learning is promoted when existing knowledge is activated as a foundation for new
knowledge
• Learning is promoted when new knowledge is applied by the learner
• Demonstration of new knowledge enhances learning
• Integration of new knowledge into the world of the learner promotes learning
PHASES OF EFFECTIVE TEACHING AND LEARNING

Learning takes place in a phases or cycles:

Activation- Where do I start? Learning occurs when an activity helps learners to recall, relate, describe or
apply knowledge from relevant past experiences
Demonstration- Show me: Demonstrate using pictures/portrays of what you want learners to learn.
Illustrate how the new information applies to a single situation
Application- Let me do it: give the learners an opportunity to apply new knowledge to new specific
situations. They use the information to complete specific tasks or solve problems
Integration: Watch Me: Learners integrate the new knowledge and skill into their everyday activities.. They
create, invent or explore new and personal ways to use their new knowledge and skill
CONCLUSION AND REFERENCES

• Theories of learning are very important in the teaching learning process. As a teacher you
need to know how various theories affect your selection of your teaching learning
methods
Reference
Reiser, R. A. & Dempsey, J.V. (2007): Trends and Issues in Instructional Design and Technology
2nd Edition- Pearson Prentice Hall-New Jersey.