Learning+Theories


 * Constructivism**

Constructivism is the process whereby learning is attained by constructing and discovering knowledge based on personal experiences, environmental factors and prior knowledge. It can be described in two parallels, //cognitive// //constructivism// and //emotional constructivism// that interrelate in the construct of knowledge and the way in which it is interpreted by the individual (Snowman et al, 2009). Cognitive constructivism is an internal process that is based on the individuals schema and ability to assimilate knowledge based on prior existing concepts while social constructivism involves external processes that are based on the modelling of knowledge and utilsing it in real-life and authentic experiences (Snowman et al, 2009). Collaborative learning is one such example of social constructivism as each individual has different levels of knowledge and past experiences to share which can maximise the overall ability to acquire knowledge from multiple perspectives (Snowman et al, 2009; learning theories, 2008).


 * Behaviourism**

Behaviourism is based on the theory that behaviour is learned based on external experiences and the type of response or reinforcement that resulted from an action whether it be positive or negative. The type of reinforcement can predict the likelihood of the behaviour occuring again (learning theories, 2008). The learning that is acquired is the ability for the individual to determine the response based on the type of behaviour that is being displayed (learning theories, 2008). According to Skinner's theory of //operant conditioning,// the individual has the ability to operate accordingly with their environment in order to achieve or avoid a specific consequence. Therefore positive reinforcement promotes a positive response while negative behaviour is ignored or punished and effectively leads to negative reinforcement (Snowman et al, 2008).


 * Cognitivism**

Cognitivism is understanding the construct of knowledge and how it is acquired. Learning can be attained through complex mental processes such as thinking, problem- solving, understanding, memorising and they all work in synchrony to process knowledge. Therefore it is pivotal for an individual to be immersed in an active learning environment to engage the mental processes that lead to the ability to learn and retain the desired knowledge (learning theories, 2008).

Connectivism is based on the theory that the learning environment is central to the knowledge that can be attained by the individual particulalry within the changing context of technology. Technology has changed the rate at which knowledge is acquired as it has become more accessible and essentially changes the way in which learning is achieved. This has resulted in re-evaluating the way in which learning occurs from the linear nature of previous learning theories. Therefore greater emphasis is placed on the 'what' of learning as opposed to the 'how' which underpins the theory of connectivism. Through technology, knowledge is under constant change and new information is being generated by the connections that enable the individual and the greater networks to access and modify the knowledge based on the diversity of opinion, assimilation of knowledge, past experiences and the demand to reorganise our understandings. This enables greater perspectives of knowledge and a much more informed society (Siemens, 2004).
 * Connectivism**

Learning Theories []

Siemen, G. (2004). //Connectivism: A learning theory for the digital age.//Retrieved from: []

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., & Bartlett, B. (2009). //Psychology applied to teaching.// Milton, QLD: John Wiley & Sons Australia.