Hello there! Thanks for taking the time to review my learning theories thread! I am elated to give a synopsis of different learning theories as well as share its application to the higher education context. Happy reading!
After reviewing various resources on learning theories, I began conceptualizing them as a theoretical melting pot. In the sociological and/or cultural context, the term melting pot is used to describe a society that is rich in diversity, that is, people from all walks of life assimilate and manage to coexist as one. New York, for instance, has been described as one of the many melting pots of America. In a similar manner, learning theories can be referred to as a melting pot especially if viewed from a systems thinking vantage. Each theory, despite their differences exist together and helps DE professionals understand the whole i.e., distance education in its entirety.
"America the melting pot?" by Digital Collegian
Behaviorism is one such vantage that is apart of the theoretical melting pot. John B. Watson pioneered this school of thought which was later developed by scholars like Ivan Pavlov and B.F. Skinner. These intellectuals asserted that learning is an external process that deals primarily with overt and measurable behaviors (Bates, 2019). Pavlov focused on leant behavior by way of classical conditioning while B.F. Skinner zeroed in on learnt behavior through the process of operant conditioning. More specifically, Pavlov’s assertion emphasized learning by association, that is, a stimulus- response association. Skinner, posited that behaviors can be regulated through reinforcement and punishment. Its application in an online undergraduate psychology program would be evident through grades, digital badges, positive affirmations, and/or feedback.
Cognitivism, on the other hand, adds a different theoretical flavor to the melting pot. Jean Piaget is the major contributor of this learning perspective who believed that learning is an internal process that involves the use of our mental processes. These mental processes include but are not limited to thinking, perception, metacognition, memory, emotions, and motivation. Generally, the central focus of the theory is information processing by the brain. It is all about how our brains receive, process, store, and retain incoming information. The use of this theoretical approach in an online undergraduate psychology program will be via the provision of reflective activities which gives learners the opportunity to use and hone their metacognitive abilities.
Meanwhile, constructivism adds a sweet flavor to the melting pot which I love! Its underpinnings have been associated with Jean Piaget’s and Vygotsky’s works. These theorists view learning as an active rather than a passive process (Bates, 2019). Learners are at the heart and forefront of this perspective described to be constantly constructing their knowledge through social interaction and based on their experiences. I often think of constructivism as the selfish (ME) theory because it is all about the learner contextualizing and constructing their knowledge. Needless to say, I would utilize it by being a facilitator and guide as well as through the provision of discussion prompts in a DE undergraduate psychology program. This will give learners the opportunity to contend their ideas and share their perspectives on pertinent issues/relevant situations.
The melting pot also has connectivism in it, what I like to refer to as a ‘pinch of salt’. This ‘pinch of salt’ i.e., connectivism was recently added to the theoretical melting pot by George Siemens and Stephen Downes. They viewed learning as a chaotic, complex network that occurs outside of individuals (Bates, 2019). It is through these networks that students acquire information that has been described to be ever-changing. Simply allowing students to network informally with each other throughout the psychology program demonstrates its use and application.
It is noteworthy that each learning vantage has its shortcomings and critiques. As such, the use and dependence of only one theory can result in a very salty pot. In other words, the end result may be dogmatism where an individual subscribes to and uses only one of these theories in their practice. In light of this, I think DE practitioners should try to make their melting pot flavorful by utilizing different or mixed approaches that best suit their context. In relation to my use of them, what other ways would you suggest they be applied in a DE undergraduate psychology program?
I can not wait to get your feedback and any questions that you may have!
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Bates, A. W. (2019). Chapter 01: Fundamental change in education, and Chapter 02: The nature of knowledge and the applications for teaching. In Teaching in a digital age. SFU Document Solutions Books. https://teachonline.ca/teaching-in-a-digital-age/teaching[1]in-a-digital-age-second-e
Krista,
Love the use of visual aids! It makes your posts exciting to read. :)
I did my assignment on a constructivist theory, and it is interesting that you label it as a selfish idea! Not in a bad way or anything, it is innately individualistic. Though, when I think of instructors using a constructivist approach to their teaching an instruction, it is putting the student's first. Essentially, the leaner is front and center with this theory, and realistically as a adult learners we are the "center" of our own educational journey here. We rely foundationally on our prior knowledge and understanding to succeed in an online classroom.
Thank you for the discussion Krista!