Chapter 4

LEARNING THEORIES

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 Content

4.1 Behaviorist learning theories: learning as

behavior change
4.2 Cognitivist learning theories: learning as
understanding
4.3 Constructivist learning theories – individual
creation of knowledge
4.4 Social learning theories – social practice

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 For reference in VNM
Behaviourism :

https://trangtamly.blog/2017/02/02/gioi-thieu-ve-tam-ly-hoc-hanh-vi/

Constructivism:

https://chungta.vn/kinh-doanh/giao-duc-theo-constructivism-tat-yeu-se-lan-toa-
1094284.html#:~:text=%22Thuy%E1%BA%BFt%20ki%E1%BA%BFn%20t%E1%BA%A1o
%20(Constructivism),ngh%C4%A9a%20v%E1%BB%9Bi%20c%C3%A1%20nh%C3%A2n%
20%C4%91%C3%B3

Social Learning Theory

https://trangtamly.blog/2018/04/17/thuyet-hoc-tap-xa-hoi-social-learning-theory/

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 https://thepeakperformancecenter.com/educational-learning/learning/theories/

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 https://ripslawlibrarian.wordpress.com/2017/03/14/learning-theories-and-law-
behaviorism-cognitivism-constructivism/

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 For visual learning
A Brief Overview of 4 Learning Theories
• https://www.youtube.com/watch?v=ACowHxGEAUg
Behaviorism
• https://www.youtube.com/watch?v=RU0zEGWp56Y
• https://www.youtube.com/watch?v=H6LEcM0E0io

Social Learning Theory

• https://www.youtube.com/watch?v=lqScOIrHx2A
• https://www.youtube.com/watch?v=sQnDq_bVBUw
Cognitivism:
• https://www.youtube.com/watch?v=dmektThd04A
Constructivism
• https://www.youtube.com/watch?v=0hxRq3zgyio

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 Applications - Behaviorism
Behaviorist learning theory:
1. Drill / Rote work
2. Repetitive practice
3. Bonus points (providing an incentive to domore)
4. Participation points (providing an incentive to participate
5. Verbal Reinforcement (saying “good job”)
6. Establishing rules

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 Applications - Cognitivism
Cognitive learning theory:
1. Classifying or chunking information
2. Linking Concepts (associate new content with something known)
3. Providing Structure (organizing a lecture in efficient and
meaningful ways)
4. Real world examples
5. Discussions
6. Problem solving
7. Analogies
8. Imagery / providing picture
9. Mnemonics

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 Applications - Constructivism
Constructivist learning theory:
1. Case studies
2. Research projects
3. Problem-based learning
4. Brainstorming
5. Collaborative learning / group work
6. Discovery learning
7. Simulations

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 4.1 Behaviorist learning theories

Key principle of behaviorism are:

• Observable change behavior
• Learning is triggered by external stimulus from
the environment
• Repetition reinforcement of new behaviors

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 Behaviorism là gì?
Thuyết hành vi, hay còn được gọi là Tâm lý học hành vi, là một học thuyết về
học tập dựa trên quan niệm: tất cả các hành vi đều có thể được học tập khi
có điều kiện thích hợp (điều kiện hóa).

Điều kiện hóa xuất hiện thông qua các tương tác của đối tượng với môi
trường. Các nhà tâm lý học hành vi tin rằng phản ứng của con người đối với
kích thích từ môi trường chính là cái tạo nên hành vi.

https://trangtamly.blog/2017/02/02/gioi-thieu-ve-tam-ly-hoc-hanh-vi/

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 Implication of behaviorism

• Learners completely passive, unthinking and

unfeeling
• The trainer can control the learning through
manipulating the stimuli and reinforcers to
produce the desired.
• behaviorism allows little room for creativity,
independent learning or idiosyncratic human
responses, how predictable human being

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 Pros and cons of behaviorist
learning theories
Effective in producing learning: value of
repetition, of expressing what is intended
through specifying measurable learning
outcomes and of careful planning and
sequenced delivery of content

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 Pros and cons of behaviorist
learning theories
• Strongly influence current principles of
instructional design ( analysis needs-design-
develop-implement-evaluate)
• the whole competency-based approach to
development and assessment is also strongly
influenced by behaviorism

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 Pros and cons of behaviorist
learning theories
• the focus on standard, correct responses to
specific situations is unlikely to prepare
learners for non-standard situation
• Behaviorist approaches to development are
too limited

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 4.2 Cognitivist learning theories:
learning as understanding
Cognitive learning theories view learning as the
mental processing of new pieces of
information into existing knowledge through
assimilation and accommodation (Piaget
1971).
Assimilation is the integration of the new facts,
whereas accommodation is the adaptation of
mental models to incorporate new
information.

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 Implication of cognitivism

• Techniques like concept maps

• Vary the presentation method and format
• Provide an organizing framework
• Progress from simple to complex tasks
• Encourage alternative perspective - taking

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 Pros and cons of cognitive learning

The assumption is that the trainer/developer is

in full control of what content is required. This
may well be so when job roles and
competences can be clearly specified, but, as
for the critique of behaviorism in jobs

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 4.3 Constructivist learning
theories
• Constructivist theories claim that people
“construct” their own personal meaning by
integrating new ideas and experiences into
their previous knowledge.
• This means that different individuals can come
away from the same experience with different
insights, and what they learn from the same
training course will differ, for example,
influenced by their emotions, prior experience
or power in the situation
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 Constructivism là gì?
"Thuyết kiến tạo (Constructivism) là cách tiếp cận giảng dạy và học tập cho
rằng con người chủ động tự xây dựng hiểu biết về thông tin cho bản thân
- người học kết nối thông tin mới với thông tin hiện tại để kiến thức mới có ý
nghĩa với cá nhân đó.

Theo quan điểm của thuyết kiến tạo, con người xây dựng kiến thức của riêng
họ và thể hiện kiến thức từ trải nghiệm của mình.

Việc học tập không phải diễn ra nhờ quá trình chuyển thông tin từ giáo viên
hay giáo trình đến bộ não của học sinh, thay vào đó, mỗi người học tự xây
dựng hiểu biết hợp lý mang tính cá nhân của riêng họ". (Martin & Loomis,
trích trong sách dịch "Xây dựng đội ngũ nhà giáo" ĐH FPT).

Link tham khảo

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 Pros and cons of constructivist
learning theories
• Explanation for why • Whether this level of
individuals vary in the complexity is always
ways they engage the helpful when designing
same learning and learning interventions
development
intervention
• How their learning the
same experience might
vary dramatically

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 Implications of constructivism for
learners, trainers and developers
• Are encouraged to think themselves as
facilitators of learning, less expert deliverers
able to control what each individual learns
• Action enquiry – based methods,
• Reflective journals
• Problem – based learning
• Mentoring
• Other student – directed methods

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 4.4 Social learning theories

The role of aspects of learning in 2 ways:

- Without interaction and communication
between people there can be no thinking.
- The role of the sosical environment or
culture for learning

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 Social Learning Theory là gì?
Nhà tâm lý học Albert Bandura đã đề xuất một học thuyết học tập xã hội cho
rằng quan sát, bắt chước, và hình mẫu hóa đóng một vai trò chủ chốt
trong quá trình này.

Học thuyết của Bandura kết hợp các thành tố từ thuyết hành vi – cho rằng tất
cả các hành vi đều được học tập qua quá trình điều kiện hóa, và các học
thuyết về nhận thức – tập trung tìm hiểu những tác động mang tính tâm lý như
khả năng chú ý và trí nhớ.
• Ví dụ, trẻ con và người lớn thường học tập được nhiều thức mà họ chẳng
có trải nghiệm trực tiếp nào.
• Thậm chí nếu bạn chưa bao giờ dùng gậy đánh bóng chày trong đời thì có
thể bạn cũng biết phải làm gì nếu có ai đó đưa cho bạn một cái gậy bóng
chày và nói bạn thử đánh một cú. Đây là do bạn đã từng nhìn thấy người
khác thực hiện hành động này trực tiếp hoặc qua tivi.
Link tham khảo
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 Implications of social learning
1. Interventions that promote interaction with
others
2. Collaborative action enquiry – based methods
3. Team working
4. Cross-organisational project work
5. Post-project reviews
6. Learning and talent development professionals
7. Use of problem – based learning

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 Implications of social learning for
learners, trainers, and developers
• Interventions that • Post-project reviews
promote interaction • Learning and talent
with others development
• Collaborative action professionals
enquiry – based • Use of problem –
methods based learning
• Team working • Experiential learning
• Cross-organisational • Reflective
project work conversations

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 Pros and cons
• More complex to act on
than those that focus
solely on the individual
learner
• Understood as
something that is done,
practical and embodied
• ‘a thoroughly social
process’
• as the illustration above
suggests, a further
implication of this
socio-cultural approach,
in drawing attention to
the social, ethnic and
gender positions of
leaders, is to make the
notion of universal best
practice dubious

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 4.5 The roles of trainers and
developers
• Vary significantly depending on what kind of
learning they want to stimulate, whether un-
learning is required, who the learners are and
what the organization context

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 4.6 The future of “learning styles”

Learning styles and practice is probably at a

cross- roads
It could continue to be driven by commercial
and professional interests.
In short, a substantial of work, both academic
and practical, for which there is a real need
for a supportive and comprehensive
combination of scientific and practice
evidence

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