Creating a Virtual Course: Learning Theories
We cannot develop a successful Instructional Design without making use of Learning Theories, since these will give us the basis to generate validated strategies and techniques in the generation of knowledge.
When researching on the web, we will find endless comparative tables and theses along with essay writing help from https://www.wiseessays.com/essay-writing-help where some specialists defend learning from a particular theory and sometimes discriminate against others for considering them old-fashioned or not very credible if their flowering is recent.
However, we are others who have not married any theory. On the contrary, we try to know them, understand them, in order to put together strategies that are adapted to the achievement of specific objectives and skills. In this article we will get to know them and see how we can adapt them to our needs.
Defining Learning
Before we begin, let's start by defining learning.
When inquiring about this concept, surely you have been able to realize that there is no single definition, but almost all authors agree that it is a permanent change in behavior, after a stimulus, a practice or an experience.
Perhaps, some theorists refute this concept, but not because it is wrong, but because the discussion always occurs in the interpretation of the term, according to the learning theories on which the theorist is based.
Since, each theory explains at its own discretion : the way how learning occurs , what factors can influence it to happen, how it is transmitted and what role memory plays in this process.
Next, we are going to know how each theory defends this concept and how they can help us create strategies when designing our virtual course.
Behaviorism as a learning theory
We start with behaviorism, which holds that learning is an observable change in behavior .
This theory holds that learning has been achieved when the individual exhibits an appropriate response after being in front of a stimulus . And there we remember the famous experiments of Pavlov and his animals. But, in our classroom, where do we perceive it?
A very simple example would be, teach to add and subtract with the famous pears, apples or toothpicks, which would serve as a stimulus; where we would penalize if the answer is incorrect and we would reward if the answer is correct.
At the end you present a student with a test with the following equation: 6 + 2 =?, The student answers with the answer 8. The equation is the stimulus and the appropriate response is what is called: response associated with the stimulus .
With this simple example, we observe that, for behaviorism, the key elements are: the stimulus, the response, and the association between the two.
And the memory?
For this learning theory, memory is not considered as an important element , since forgetting is attributed to the lack of use of a response over time.
Behavioral strategies that reinforce learning:
The gamification , is an example of this theory. Where we can create digital games with sounds that indicate success or failure and the tracks repeated over and over again would be the stimulus to generate the right response, which will allow us to move forward.
Congnitivism
This approach as Learning Theory complements behaviorism, since although it is true it shares the elements: stimulus and associated response; This theory does focus on the mental activities that lead to that response . To do this, it recognizes the processes of mental planning, organization of goals and strategies.
Continuing with the example of teaching to add with pears, apples or toothpicks. Starting with addition as prior knowledge, we can teach to multiply. Using the learning stored in their memory and associating it with new stimuli (multiplication = abbreviated addition) in order to generate responses that will be stored in the mind and later can be used to later learn to divide and so on.
Therefore, we see that the key elements in congnitivism are: stimulus, mental processes, responses and association between them.
For cognitivism, memory is important in the learning process. Since, this will occur, when the information is stored in the mind in an organized and meaningful way .
Forgetfulness, unlike behaviorism, is associated with the lack of ability to retrieve information stored in memory and the causes may be: lack of clues, interferences in the process or loss of memory.
Therefore, it is considered necessary to reread and review to memorize and not forget .
Cognitivist strategies that reinforce learning:
Cognitive theories emphasize that learning is meaningful and that students are helped to organize and relate new information to existing knowledge in memory.
This theory supports the design of: gamification with puzzles, crosswords, word search, sudoku, say what the difference, hangman. Also the design of Memes , mind maps , concept maps among others.
Constructivism
Constructivism, for its part, comes to complement the theories: behaviorist and cognitivist, since it recognizes its principles but from a much more objective point of view, arguing that we exist in a real world and external to each individual .
The key is to affirm that knowledge is generated when the learner is able to create meanings from their own experiences , that is to say: Build learning.
And the memory?
Although constructivism is considered as a branch of cognitivism because it recognizes the mental processes for learning to take place, it differs from it, since the constructivist theory maintains that: the mind filters what comes to us from the world to produce our own unique reality.
Therefore, the goal of instruction is not to ensure that the individual knows particular facts, but rather that he can elaborate and interpret the information .
And to form his own judgment, the student: reads, discusses, listens to the opinions of others, expresses his point of view, helps others in this process; giving rise to what we know as: collaborative learning.
Constructivist strategies that reinforce learning:
The strategy used in this learning style is focused on motivating students to build their own knowledge, according to their own understanding and then to validate it, through interaction through social negotiations, new perspectives.
In this type of learning we can use: simulators, analysis activities, essays, discussion forums , chat , Wiki, digital portfolios for group projects, interactions in social networks, among others.
Connectivism a new Learning Theory
In this era of web 3.0, the theory of Connectivism was born , which complements contructivism, since it tries to explain learning as a complex process from a rapidly evolving digital social world .
In this theory, learning occurs through connections within networks .
Although it shares with constructivism the fact that knowledge is based on the diversity of opinions, inquiring, discussing, analyzing, including social interaction. They differ in that connectivism involves digital media in learning through non-human devices , the process of connecting to specialized nodes , the ability to see the connections between fields, ideas, concepts; and something very important these days, which is the ability to get constantly updated learning .
Connectivist strategies that reinforce learning:
The intention in the design of learning activities is then to update and keep knowledge up to date , mainly because knowledge is growing in a dizzying way and can change what is perceived as reality in an instant .
We can make use of: web pages, blogs, wikis, books, magazines, databases, social networks, use of virtual classrooms , mobile devices, digital whiteboard, augmented reality, virtual forums, news, webinar , satellite observations in real time , among others.
Now that we know the main theories, surely you would dare to ask:
What are the best learning theories to design a virtual course?
According to my experience, one should not work on one theory and discard the others, but rather open the range of possibility in the design of a good course to achieve learning by complementing strategies according to what is required to achieve. If you agree with me or not, I invite you to comment
I will end with a few words from Druker :
We need the achievements of behaviorists in terms of practice, reinforcement, and feedback to increase learning and memory.We need purposes, decisions, values, understanding of cognitivism, otherwise learning would be simple behavioral activities rather than actions.
I would add:
We need students capable of creating, innovating, discussing and negotiating to build their own criteria of things.
And we need a student with digital skills, capable of connecting with the virtual and face-to-face world, to learn and give meaning to the bombardment of incoming information through a changing reality.