Learning Theories
1. Domains of learning
Bloom’s taxonomy (cited in Petty 1998) provides the basis for classifying learning into domains and thus highlights learning outcomes should be hierarchical and concerned with different forms of learning. The cognitive domain is concerned with knowledge and knowing, the psychomotor domain is concerned with physical skills and the affective domain concerns itself with attention, awareness, moral, aesthetic and other attitudes opinions or values.
Reece and Walker (2009) identify the main theories of learning as behaviourism, neo- behaviourism, cognitivism, gestaltism, constructivism and humanism. Each are now considered in turn.
2. Behaviourism
Behaviourism believes that human beings are self-correcting and modify their behaviour according to the success of their actions. The models, therefore, assume that learners will adjust their behaviour or approach to an action, according to the feedback they receive. Theorists associated with this school of thought (such as
Pavlov and Thorndike) view that learner behaviour is controlled or changed as a result of the application of stimuli under controlled conditions.
There has been criticism of behaviourism which appears to be well founded. One criticism centres on the ability of behaviourism to extrapolate results obtained within the laboratories (which were often conducted on animals) to that expected with humans (Reece and Walker, 2009: 81). Proponents of behaviourism however identify its widespread use within education of rewards and punishments to control behaviour and learning and how positive reinforcement methods can help in the learning process (Rogers 2002: 17). Despite concerns over the extent to which behaviourism can be and should be adopted in a classroom environment practical applications in the establishment of learning outcomes, testing methods, reinforcement or the acquisition of practical skills are evident in current-day practice. 3. Neo-Behaviourism
Bloom’s taxonomy (cited in Petty 1998) provides the basis for classifying learning into domains and thus highlights learning outcomes should be hierarchical and concerned with different forms of learning. The cognitive domain is concerned with knowledge and knowing, the psychomotor domain is concerned with physical skills and the affective domain concerns itself with attention, awareness, moral, aesthetic and other attitudes opinions or values.
Reece and Walker (2009) identify the main theories of learning as behaviourism, neo- behaviourism, cognitivism, gestaltism, constructivism and humanism. Each are now considered in turn.
2. Behaviourism
Behaviourism believes that human beings are self-correcting and modify their behaviour according to the success of their actions. The models, therefore, assume that learners will adjust their behaviour or approach to an action, according to the feedback they receive. Theorists associated with this school of thought (such as
Pavlov and Thorndike) view that learner behaviour is controlled or changed as a result of the application of stimuli under controlled conditions.
There has been criticism of behaviourism which appears to be well founded. One criticism centres on the ability of behaviourism to extrapolate results obtained within the laboratories (which were often conducted on animals) to that expected with humans (Reece and Walker, 2009: 81). Proponents of behaviourism however identify its widespread use within education of rewards and punishments to control behaviour and learning and how positive reinforcement methods can help in the learning process (Rogers 2002: 17). Despite concerns over the extent to which behaviourism can be and should be adopted in a classroom environment practical applications in the establishment of learning outcomes, testing methods, reinforcement or the acquisition of practical skills are evident in current-day practice. 3. Neo-Behaviourism