Four main schools of psychology research have strongly influenced learning design. These are:

• Behaviorism
• Cognitivism/ Cognitive theory
• Constructivism
• Connectivism

Behaviorism and learning

Early computer learning systems were designed based on a behaviorist approach to learning. It is also known as Objectivism. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974). Behaviorists claim that it is the observable behavior that indicates whether or not the learner has learned something, and not what is going on in the learner’s head. In response, some educators claimed that not all learning is observable and that there is more to learning than a change in behavior. As a result, there was a shift away from behaviorist to cognitive learning theories.

B F Skinner: Teaching Machine and Programmed Learning

Advantages of behaviorist approaches:

• Learning is defined in clear goals
• Automatic responses to stimulus can be learned

 Disadvantages of behaviorist approaches:

• If the appropriate stimulus for a given response is absent, the behavior may not occur
• There is no holistic knowledge or mental representation of models or knowledge (e.g. if a process is taught using a behavioral approach, and there is any systems failure, learners will not necessarily have the skills to interpret or adapt to the situation.

Cognitivism and learning:

Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning. They see learning as an internal process, and contend that the amount learned depends on the processing capacity of the learner, the amount of effort expended during the learning process, the depth of the processing, and the learner’s existing knowledge structure. According to Cognitive theorists, individuals create knowledge structures called schema.

They process information through three different models:

• The sensory register - where information is received by the senses
• Short term memory - where information is stored for brief periods
• Long term memory - where information is stored for longer periods 

Advantages of Cognitive approaches:

• Learning is defined in terms of consistent behaviours achieved through embedding of knowledge and skills in to long term memory

Disadvantages of Cognitive approaches:

• Learners may learn a particular way to perform a task, but it might not be the best way for them

Constructiviism and Learning

Constructivists see learners as being active rather than passive.  Knowledge is not received from the outside or from someone else; rather, it is the individual learner’s interpretation and processing of what is received through the senses that creates knowledge. The learner is the center of the learning, with the instructor playing an advising and facilitating role. Learners should be allowed to construct knowledge rather than being given knowledge through instruction. A major emphasis of constructivists is situated learning, which sees learning as contextual. Learning activities that allow learners to contextualize the information should be used in online instruction. If the information has to be applied in many contexts, then learning strategies that promote multi-contextual learning should be used to make sure that learners could indeed apply the information broadly. Learning is moving away from one-way instruction to construction and discovery of knowledge.

Connectivism and Learning

Connectivism is new learning theory that is expanding traditional learning theories (behaviorism, cognitivism and constructivism) in the world that deeply impacted by internet and technology.

Cognitivism based on Bloom's Taxonomy

Principles of connectivism:

• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision

A map of connectivism, © Stephen Downes, 2011 (accessed via pkab.wordpress.com)

Different theories of learning reflect different positions on the nature of knowledge. However, while the theories suggest different ways in which all people learn, they do not automatically tell teachers or instructors how to teach.

• E-Learning systems can be designed taking into consideration the four learning theories required for the target audience/ learners
• Educators have had to develop teaching methods that build on such learning theories.
  

  Overview of Four Learning Thories
  REFERENCES:
• “FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING”, .Mohamed Ally, Athabasca University – Theory and Practice of Online 
• Margaret Driscoll, Saul Carliner,(2005) “ Advanced Web Based Training Strategies – Unlocking Instructionally sound Online Learning”, Wiley Pfeiffer.
• William Horton (2006), “ E-learning by Design”, Wiley Pfeiffer.
• Siemens, G. (2008a). About: Description of connectivism. Connectivism: A learning theory for today’s learner, website.  http://www.connectivism.ca/about.html