Module 2 Review of Theories for Adult Learning

Section 2: Comparison of Learning Theories Comparing and identifying the unique features of each of the learning theories help program designers reflect on those features and use them to make effective decisions for program planning. In section 2 and 3, we will review how each learning theory has influenced on instructional design theories and models. We will also discuss the strengths and weaknesses of each learning theory. Behaviorism and Instructional Design The Influence of Behaviorism on Learning Task Analysis Since the learning objectives should be specified, quantifiable, and terminal behaviors from the behavioral orientation, several researchers proposed a taxonomy of learning objectives reflecting these characteristics of behaviorism in learning. In 1950s, Bloom and his colleagues began development of a taxonomy in the cognitive, affective, and psychomotor domains. The taxonomy includes six levels of learning objectives: Knowledge Comprehension Application Analysis Synthesis Evaluation Later days in early 1970s, Gagne developed the taxonomy of learning comprising five categories: Verbal information Intellectual skill Cognitive strategy Attitude Motor skill One good example of instructional models influenced by the behaviorism can be found from Individually Prescribed Instruction (IPI) (1964) developed by the Learning Research and Development Center of the University of Pitsburgh. The main components of IPI includes: Prepare units. Develop behavioral objectives. Plan instructional sequences. Include pretest and posttest for each unit. Materials continually evaluated and upgraded to meet behavioral objectives. Systems Approach to Instruction The systems approach influenced by behaviorism in the 1950s~60s resembles the flow charts of computer tasks in that it includes steps of instructional design tasks to develop an instructional program. Rooted in the military and business world, the systems approach involved setting goals and objectives, analyzing resources, devising a plan of action, and continuous evaluation of the program (Saettler, 1990). ADDIE model is a good example of the systems approach of instructional design. Assess Design Develop Implement Evaluate Cognitivism and Instructional Design Since cognitivism began a shift from behavioristic practices that emphasized external behavior to a concern with the internal mental processes of the mind and how they could be utilized in promoting effective learning, the instructional approach included the processes of learning such as knowledge coding and representation, information storage and retrieval as well as the incorporation and integration of new knowledge with previous information (Saettler, 1990). Within cognitivism tradition, the goal of instruction focused on the communication or transfer of knowledge to learners (Anglin, 1995). In order for this to happen the cognitive scientist would analyze a task, break it down into smaller steps or chunks and use that information to develop instruction. The influence of cognitivism on instructional design is evidenced by the use of the following learning events: Advance organizers Mnemonic devices Metaphors Chunking into meaningful parts Careful organization of instructional materials from simple to complex Computer based instruction is another example influenced by the cognitivism tradition. Computers resemble information processing of how humans process information: receive, store and retrieve. The similarity of information processing between human and computers evolved into a concept that a computer thinks like a human (artificial intelligence). Instructional designers are creating systems which can mimic human thoughts and understand speech. Constructivism and Instructional Design The approaches of instructional design between behaviorism and cognitivism were not significantly different since both approaches are objective in nature. Behaviorism and cognitivism both support the practice of analyzing a task and breaking it down into manageable chunks, establishing objectives, and measuring performance based on those objectives. Constructivism, on the other hand, promotes a more open-ended learning experience where the methods and results of learning are not easily measured and may not be the same for individual learner. Jonassen (1991) pointed out good implications of constructivism for instructional design. According to him, constructivist approaches: Provide multiple representations of reality Present authentic tasks - contextualize Provide real-world, case-based learning environments (not predetermined instructional sequences) Foster reflective practice Enable context- and content-dependent knowledge construction Support collaborative construction of knowledge through social negotiation, not competition among learners for recognition The technological advancements have promoted a move toward a more constructivist approach to design of instruction. One exemplary method is hypertext and hypermedia that allow a branched learning path rather than a linear format of instruction. Within hyperlinked learning environment learners control their own learning events and paths to accomplish meaningful learning. Learning Activity 1 After you review the three theories of learning, what do you think is the most appropriate learning theory to apply to plan an instructional program about time management? Submit your choice of learning theory and the reason to select it in the discussion forum (Forum-Module 2, Topic-Learning Activity 1) under the Discussions area of the class homepage. Also review three other students threads and reply them whether you agree with them or not. (2 points)   Previous Next