In the blog post on Learning Theories and Online Learning, Bates discusses 4 overarching learning theories and the approaches that educators teach within them. These theories are: Behaviouralism, Cognitivism, Constructivism, and Connectivism. Below, I have given a general overview of each theory of learning as well as an example of how I have either experienced it or of a learning activity, assessment, or policy that reflects the theory.

Behaviourism

Bates describes behaviourism as “the idea that certain behavioural responses become associated in a mechanistic and invariant way with specific stimuli. Thus a certain stimulus will evoke a particular response.” Essentially, the response of a learner to a reward or punishment as drivers of learning in order to condition a behavioural response. 
I have witnessed this theory’s approach countless times in the classroom as well as experienced it myself as a student. It’s currently in most approaches to teaching such as grading, getting stickers, points towards prizes, ect. One particular example that stands out to me was during my practicum in an elementary school. There was a school wide raffle for acts of kindness where students would get a ticket to put in the draw if they were seen doing something kind or caring for their peers, the school, and the environment. Although this initiative was to enforce something good, it used the reward system. During this time, I observed that students were doing these acts of kindness more and more for the reward and less for the act itself. Conditioning the students to act a certain way for a prize. 
As Jon Dron spoke about in “How Distance Changes Everything”, the more extrinsic motivation a student is exposed to (i.e. rewards, grades, lack of punishment), the less intrinsic motivation there is (i.e. self-satisfaction and less joy in the activity itself). The reward or punishment becomes the primary reason to do something and the activity becomes less important. Once intrinsic motivation is replaced with extrinsic motivation, it is extremely difficult if not impossible to regain. 

Cognitivism

This theory is “concerned with identifying and describing mental processes that affect learning, thinking and behaviour, and the conditions that influence those mental processes”. By focusing on how the brain functions when learning, Cognitivism supports approaches to a more holistic style of learning and teaching. It considers that there are “internal and conscious representations of the world” within the mind of a learner.
One example of this theory being applied is in the updated K-12 BC Curriculum. Within the BC Curriculum, there are embedded Core Competencies that are weaved into every grade and subject area. The 3 overarching Core Competencies are Communicating, Thinking, and Personal and Social. The Core Competency: Thinking involves creative, critical, and reflective thinking to promote learning. By teaching these skills to students, they can learn how they learn best. This is supported by Bates as a “cognitivist approach would mean for instance focusing on teaching learners how to learn, on developing stronger or new mental processes for future learning, and on developing deeper and constantly changing understanding of concepts and ideas”.

Constructivism

This theory emphasises the active role of learners in building their own understanding. That learners construct and build upon knowledge rather than passively take in information. Bates goes on to say that this theory “argue(s) that individuals consciously strive for meaning to make sense of their environment in terms of past experience and their present state”. Ultimately this theory is supported by teaching approaches that promote metacognitive awareness in learners and scaffolding.

Some Examples of Constructivist Classroom Activities:
– Reciprocal teaching/learning (i.e. allow pairs of students to teach each other: this can be done through a combination of sequential learning and peer feedback)
– Inquiry-based learning (learners have their own questions and seek answers via research and observation)
– Problem-based learning (students learn about a subject through the experience of solving an open-ended problem)
– Cooperative learning (students work together in small groups on a structured activity promoting positive interdependence)

These examples are supported in Bates’ blog as they support a learner’s ability to build upon their own understanding.

Connectivism

This is a fairly new concept that still has many open-ended questions and critiques. In this approach the main purpose “of a teacher appears to be to provide the initial learning environment and context that brings learners together, and to help learners construct their own personal learning environments to enable them to connect to ‘successful’ networks, with the assumption that learning will automatically occur as a result, through exposure to the flow of information and the individual’s autonomous reflection on its meaning”. 
An example of this is this very course (EDCI 339). We, as learners, are facilitating our own learning under the online environment provided by our instructor. We have channels to make personal connections, work in groups to bring us students closer together, and are exposed to new material at our own pace. A situation similar to this is discussed in Jon Dron’s keynote address. He mentions a time when a student came to him complaining that he, as an instructor, wasn’t actively teaching anything. Eventually, Dron goes on to ask the student if they had learned anything, in which the student replies yes. Dron provided the materials and environment for the student to learn even if he was not directly teaching. 
Then that goes into a much larger conversation about what IS teaching really? Alas, for another time.

I chose this activity as it aligned with my goal to gain a deeper understanding of creating communities within a classroom setting and the importance of those social connections. This article went beyond that and defined key theories on types of teaching and learning. Being able to identify what theories are used where and how is extremely important when understanding how to teach in a classroom or in an online setting. By understanding key theories, a teacher can actively choose what strategies, activities, and approaches to incorporate for a learner’s benefit. As educators, we should be promoting self development and supporting students on their individual learning journey.

Resources:
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Read Bates, T. (2014). Learning Theories and Online Learning. [Blog post]. https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

“How Distance Changes Everything” Keynote from Jon Dron. https://youtu.be/ecSoxlYYlD0