Traditional Learning Theories Behavioral Constructivism and Cognitive

¶ … learning theories, and apply them to the adult learning environment. Specifically behavioral, constructivist, and cognitive learning theories are examined.

Behavioral Learning Theories

This approach to learning suggests that learning is the result of external stimulus and response to stimulus, thus the learner's environment is the primary factor influencing learning (Hergenhahn & Olson, 1997). The focus of the behavioral learning model is changes in behavior facilitated by stimuli provided by the learner's environment; not stimuli produced by the learner. Reinforcement of stimuli in the environment are thought to effect change and therefore become critical to the learning process in this learning theory model. The learner's responses to stimuli can be strengthened depending on how one is conditioned to respond; meaning, in the behavioral model, positive reinforcement can serve to enforce positive learning.

Also important to the behavioral model is repetition and generalization of important learning concepts (Hartley, 1998). These serve to give the learner practice of important learning concepts. When the learner achieves a learning objective, positive reinforcement is again a primary motivator. Objectives can be stated in terms of daily goals, weekly goals, and term goals.

Constructivism Learning Theories

Constructivists include Dewey (1916) and Bruner (1996); they tend to view knowledge as "constructed by learners through social interaction with others" (Huang, 2002, p. 28). This suggests that learners could construct or create new knowledge based on previous learned knowledge; based on social interaction gathered through others; thus in this type of environment the role of the instructor would be that of a facilitator (Huang, 2002; Bruner, 1996). One's environment would be less important than the social interactions that occur in the learner's environment. One may conclude using this type of learning theory, that the learner could be placed essentially in any environment, without too much distraction, provided the teaching style facilitated use of prior learning experiences. These experiences would be the foundation or lay the groundwork for future learning. Prior interactions serve as a "reference" for all future learning, and may serve as models or metaphors for learning.

Cognitive Learning Theories

Hartley (1998) describes a process related to cognitive psychology which can also be linked with learning. This style suggests that learning is the result of changes in the brain which one may attribute to inferred meanings and the connections and expectations one makes as one begins to strategize and use prior knowledge (Hartley, 1998). This type of learning method is based on psychological principles, which suggest that modifications in thought processes and inferences, as well as behaviors and approaches to past behaviors may influence learning. Environment may also play a role in cognitive learning styles, although not as large a role as it would in the behavioral learning style. A well-balanced measure of environmental and internal stimulus would serve the cognitive learner best, as they would analyze the sum total of experiences and stimulus directed toward learning.

Some learning theorists have referred to this learning style as behavioral modification style learning, as it takes into consideration the manner in which learners can change prior thinking connections to adopt new ways of thinking while gathering new information through learning and accumulation of information from the facilitator and through interactions with the environment and learning activities (Hartley, 1998).

Examples of Teaching Methods for Each Related to Adult Learning

Behavioral approaches would require the environment for the adult learner. The best type of environment for learning would be an environment where activity engaged the learner; where doing was essential to learning; and where objectives for learning was clear. Positive reinforcement by the teacher would assist in reinforcing positive learning achievements, as this is the primary motivator in the behavioral model of learning.

Constructivist approaches emphasize the need to have an instructor facilitate in the classroom; adults should share real life experiences. The facilitator should emphasize "the design of learning environments" and not focus as much on lesson plans or the sequence of instruction; adult learners will relate to their real life and work experiences (Huang, 2002, p. 33).

Cognitive approaches suggest that the teaching environment should be organized so that the learner can remember the material and very well-structured so that strategies can be developed and inferences can be made by the learner. Using cognitive approaches the adult learner will form connections between ideas and concepts, and attend to various aspects of the environment the learner finds important.