How do we learn?

As I've been learning about different learning theories, I've tried to find ways to organise them into some sort of order (using a cognitivist approach). I tried a timeline, but that didn't help much, so here I've tried categorising them according to the main psychological models.

The ancient Greek philosophers debated two main theories about how we acquire knowledge. Empiricism states that knowledge comes primarily from sensory experience. Rationalism regards reason as the source of knowledge.

In the last century, five main theories about learning have emerged.

Behaviourism

Behaviourism views learning as a change in external behaviour, which is shaped through reinforcement and repetition (rote learning). Desired behaviour is rewarded and undesired behaviour is not rewarded. The teacher is seen as the dominant person in the classroom, taking complete control and evaluating what is right or wrong. The learner is not expected to evaluate or reflect. This view emerged in the early 1900s, led by psychologists such as Ivan Pavlov, John B. Watson, and B.F. Skinner. It can be linked to empiricism, as knowledge is shaped through experiences.

Cognitivism

Cognitive science emerged in the 1950s, aiming to understand the mind and how we process information. Cognitivism describes learning as a processing of knowledge and organising of information. It explores how to design instruction and the roles of attention, mental schemas, metacognition, and memory. Feedback is used to guide and support the learner to make accurate mental connections. Many theories of learning are based on a cognitivist approach, for example Gagné's nine events of instruction, Merrill's principles of instruction, and Bloom's taxonomy. Cognitivism is linked to rationalism, with knowledge being acquired through growth of the mental structure.

Humanism

Humanism views learning as a personal act to fulfil one's potential, motivated by values and personal goals. It emerged in the 1960s, led by key proponents such as Carl Rogers and Abraham Maslow. Malcolm Knowles' principles of andragogy are based on his humanist viewpoint. Learning is described as student-centred and personalised, with the teacher taking on the role of a facilitator. Humanism also explores the role of choice, emotions, and motivation.

Constructivism

Constructivism was developed in the 1970s, building on the work of Piaget. It emphasises the role of prior knowledge, describing how the learner integrates new information with what they already know, through experience and social discourse. It combines elements of empiricism and rationalism. Vygotsky and Bruner developed theories about instructional scaffolding, whereby the social or informational environment offers supports (or scaffolds) for learning that are gradually withdrawn as learning becomes internalised. Constructivism also explores the role of the social and cultural environment, and values the uniqueness of each learner. As with humanism, the instructor's role is that of a facilitator, guiding the learner to their own understanding of the content. Collaboration between learners is encouraged and learning can be a less formal process, with play and exploration seen as important.

Connectivism

As new technologies have become available, connectivism has built on constructivism to describe how people can learn by sharing information across the World Wide Web. George Siemens explored in the 2000s how learning happens within and across networks, making use of internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks. The model of Massive Open Online Courses (MOOCs) is based on this theory, often with open licensing encouraging the reuse and remixing of resources.

Conclusion

Each theory has its own benefits and drawbacks, and can be applied effectively to particular types of learning.

In a future article, I'll explore the situations where different theories can be helpful and how to apply them to creating learning experiences.

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