Most influential theories of learning

UNESCO, International bureau of education

Learning is defined as a process that brings together personal and environmental experiences
and influences for acquiring, enriching or modifying one’s knowledge, skills, values,
attitudes, behaviour and world views. Learning theories develop hypotheses that describe
how this process takes place. The scientific study of learning started in earnest at the dawn
of the 20th century. The major concepts and theories of learning include behaviourist
theories, cognitive psychology, constructivism, social constructivism, experiential learning,
multiple intelligence, and situated learning theory and community of practice.

Behaviourism

The behaviourist perspectives of learning originated in the early 1900s, and became dominant
in early 20th century. The basic idea of behaviourism is that learning consists of a change in
behaviour due to the acquisition, reinforcement and application of associations between
stimuli from the environment and observable responses of the individual. Behaviourists are
interested in measurable changes in behaviour. Thorndike, one major behaviourist theorist,
put forward that (1) a response to a stimulus is reinforced when followed by a positive
rewarding effect, and (2) a response to a stimulus becomes stronger by exercise and
repetition. This view of learning is akin to the “drill-and-practice” programmes. Skinner,
another influential behaviourist, proposed his variant of behaviourism called “operant
conditioning”. In his view, rewarding the right parts of the more complex behaviour
reinforces it, and encourages its recurrence. Therefore, reinforcers control the occurrence of
the desired partial behaviours. Learning is understood as the step-by-step or successive
approximation of the intended partial behaviours through the use of reward and punishment.
The best known application of Skinner’s theory is “programmed instruction” whereby the
right sequence of the partial behaviours to be learned is specified by elaborated task analysis.

Cognitive psychology
Cognitive psychology was initiated in the late 1950s, and contributed to the move away from
behaviourism. People are no longer viewed as collections of responses to external stimuli, as
understood by behaviourists, but information processors. Cognitive psychology paid
attention to complex mental phenomena, ignored by behaviourists, and was influenced by
the emergence of the computer as an information-processing device, which became
analogous to the human mind. In cognitive psychology, learning is understood as the
acquisition of knowledge: the learner is an information-processor who absorbs information,
undertakes cognitive operations on it, and stocks it in memory. Therefore, its preferred
methods of instruction are lecturing and reading textbooks; and, at its most extreme, the
learner is a passive recipient of knowledge by the teacher.
Constructivism
Constructivism emerged in the 1970s and 1980s, giving rise to the idea that learners are not
passive recipients of information, but that they actively construct their knowledge in
interaction with the environment and through the reorganization of their mental structures.
Learners are therefore viewed as sense-makers, not simply recording given information but
interpreting it. This view of learning led to the shift from the “knowledge-acquisition” to
“knowledge-construction” metaphor. The growing evidence in support of the constructive
nature of learning was also in line with and backed by the earlier work of influential theorists
such as Jean Piaget and Jerome Bruner. While there are different versions of constructivism,
what is found in common is the learner-centred approach whereby the teacher becomes a
cognitive guide of learner’s learning and not a knowledge transmitter.

Social learning theory

A well-known social learning theory has been developed by Albert Bandura, who works
within both cognitive and behavioural frameworks that embrace attention, memory and
motivation. His theory of learning suggests that people learn within a social context, and that
learning is facilitated through concepts such as modeling, observational learning and
imitation. Bandura put forward “reciprocal determininsm” that holds the view that a person’s
behavior, environment and personal qualities all reciprocally influence each other’s. He
argues that children learn from observing others as well as from “model” behaviour, which
are processes involving attention, retention, reproduction and motivation. The importance of
positive role modeling on learning is well documented.

Socio-constructivism
In the late 20th century, the constructivist view of learning was further changed by the rise
of the perspective of “situated cognition and learning” that emphasized the significant role
of context, particularly social interaction. Criticism against the information-processing
constructivist approach to cognition and learning became stronger as the pioneer work of
Vygotsky as well as anthropological and ethnographic research by scholars like Rogoff and
Lave came to the fore and gathered support. The essence of this criticism was that the
information-processing constructivism saw cognition and learning as processes occurring
within the mind in isolation from the surrounding and interaction with it. Knowledge was
considered as self-sufficient and independent of the contexts in which it finds itself. In the
new view, cognition and learning are understood as interactions between the individual and
a situation; knowledge is considered as situated and is a product of the activity, context and
culture in which it is formed and utilized. This gave way to a new metaphor for learning as
“participation” and “social negotiation”.

Experiential learning
Experiential learning theories build on social and constructivist theories of learning, but
situate experience at the core of the learning process. They aim to understand the manners in
which experiences – whether first or second hand – motivate learners and promote their
learning. Therefore, learning is about meaningful experiences – in everyday life – that lead
to a change in an individual’s knowledge and behaviours. Carl Rogers is an influential
proponent of these theories, suggesting that experiential learning is “self-initiated learning”
as people have a natural inclination to learn; and that they learn when they are fully involved
in the learning process. Rogers put forward the following insight: (1) “learning can only be
facilitated: we cannot teach another person directly”, (2) “learners become more rigid under
threat”, (3) “significant learning occurs in an environment where threat to the learner is
reduced to a minimum”, (4) “learning is most likely to occur and to last when it is self-
initiated” (Office of Learning and Teaching, 2005, p. 9). He supports a dynamic, continuous
process of change where new learning results in and affects learning environments. This
dynamic process of change is often considered in literatures on organizational learning.

Multiple intelligences
Challenging the assumption in many of the learning theories that learning is a universal
human process that all individuals experience according to the same principles, Howard
Gardner elaborated his theory of ‘multiple intelligences’ in 1983. His theory also challenges
the understanding of intelligence as dominated by a single general ability. Gardner argues
that every person’s level of intelligence actually consists of many distinct “intelligences”.
These intelligences include: (1) logical-mathematical, (2) linguistic, (3) spatial, (4) musical,
(5) bodily-kinesthetic, (6) interpersonal, and (7) intrapersonal. Although his work is
speculative, his theory is appreciated by teachers in broadening their conceptual framework
beyond the traditional confines of skilling, curriculum and testing. The recognition of
multiple intelligences, for Gardner, is a means to achieving educational goals rather than an
educational goal in and of itself.

Situated learning theory and community of practice

“Situated learning theory” and “community of practice” draw many of the ideas of the
learning theories considered above. They are developed by Jean Lave and Etienne Wenger.
Situated learning theory recognizes that there is no learning which is not situated, and
emphasizes the relational and negotiated character of knowledge and learning as well as the
engaged nature of learning activity for the individuals involved. According to the theory, it
is within communities that learning occurs most effectively. Interactions taking place within
a community of practice – e.g. cooperation, problem solving, building trust, understanding
and relations – have the potential to foster community social capital that enhances the
community members’ wellbeing. Thomas Sergiovanni reinforces the idea that learning is
most effective when it takes place in communities. He argues that academic and social
outcomes will improve only when classrooms become learning communities, and teaching
becomes learner-centered. Communities of practice are of course not confined to schools but
cover other settings such as workplace and organizations.

21st century learning or skills

Exploration of 21st century learning or skills has emerged from the concern about
transforming the goals and daily practice of learning to meet the new demands of the 21st
century, which is characterized as knowledge- and technologically driven. The current
discussion about 21st century skills leads classrooms and other learning environments to
encourage the development of core subject knowledge as well as new media literacies,
critical and systems thinking, interpersonal and self-directional skills. For example, the
Partnership for 21st Century Skills (P21) defines the following as key: core subjects (e.g.
English, math, geography, history, civics) and 21st century themes (global awareness, civic
literacy, health literacy, environmental literacy, financial, business and entrepreneurial
literacy); learning and innovation skills (creativity and innovation, critical thinking and
problem solving, communication and collaboration); information, media and technology
skills (e.g. ICT literacy, media literacy); and life and career skills (flexibility and adaptability,
initiative and self-direction, social and cross-cultural skills, productivity and accountability,
leadership and responsibility). One main learning method that supports the learning of such
skills and knowledge is group learning or thematic projects, which involves an inquiry-based
collaborative work that addresses real-world issues and questions.

Source: The Office of Learning and Teaching, 2004. Melbourne: Department of Education
and Training; OECD, 2010. Nature of Learning, Paris: Author; http://www.p21.org/