Behavioral, Constructivist & Cognitive Theories in Adult Learning

Introduction

This paper examines three major learning theories—behavioral, constructivist, and cognitive—and applies them to the adult learning environment.

Behavioral Learning Theories

The behavioral approach to learning suggests that learning is the result of external stimuli and the learner's response to those stimuli; 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 environment, not stimuli produced by the learner. Reinforcement of environmental stimuli is thought to drive change and therefore becomes critical to the learning process within this model. The learner's responses to stimuli can be strengthened depending on how one is conditioned to respond; in the behavioral model, positive reinforcement can serve to encourage and solidify positive learning.

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

Constructivist Learning Theories

Constructivists, including Dewey (1916) and Bruner (1996), tend to view knowledge as "constructed by learners through social interaction with others" (Huang, 2002, p. 28). This perspective suggests that learners can construct or create new knowledge based on previously acquired knowledge and on social interactions with others. In this type of learning environment, the role of the instructor is that of a facilitator (Huang, 2002; Bruner, 1996). The physical environment is considered less important than the social interactions that occur within it. Under this theory, learners could be placed in virtually any setting—provided it is reasonably free of distraction—as long as the teaching style draws on prior learning experiences.

Those prior experiences serve as the foundation for future learning. Past interactions act as a "reference" for all subsequent learning and may function as models or metaphors for understanding new material.

Conclusion

There is no single method that is ideal for all adult learners. A combination of approaches is sometimes best in the adult classroom. Some students find that one approach works well for them, while others may perform better using a specific learning framework depending on the subject. There is evidence suggesting that the constructivist approach is particularly helpful for many adult learners, because they are able to draw on real-life and work experiences and relate them to educational objectives (Huang, 2002). Cognitive approaches may be effectively combined with constructivist approaches in learning environments to facilitate maximum learning outcomes for adult learners.

References

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Bruner, J. S. (1996). The culture of education. Harvard University Press.

Hartley, J. (1998). Learning and studying: A research perspective. Routledge.

Huang, H.-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27–37.

Hergenhahn, B. R., & Olson, M. H. (1997). An introduction to theories of learning. Prentice Hall.