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Theories of Learning 

Theories of learning are paradigms or models of learning. Therefore, the  theories of learning are the widely accepted beliefs by educationists that  explain how people learn, what hinders them to learn and what motivates  them to learn.  

There are four major models or paradigms or theories of learning but each  model or theory has various proponents or supporters. These are:

• Behaviorism model or theory  

Behaviorists believe that Learning is influenced by environment; otherwise  individuals naturally are passive towards learning or acquiring knowledge.  Therefore, the environment has the duty of  stimulating the learners so as to bring out effective learning. The proponents  of this theory believe that human beings are born with empty minds  (“tabularasa”). Therefore, it is the role of the environment/ teacher/  experience to fill the mind. 

The proponents of this theory include:  

∙ Ivan Pavlov (classical conditioning) Classical conditioning theory suggest  that learners most of the time achieve or succeed after associating what  they are learning with a stimulus. Therefore in the environment there must  be something to remind the learner his/her role in learning. In his  experiment Pavlov used a bell and food in order to cause salvation in a  dog. When food and a bell were paired always the dog salivated. After  several days the bell without food could cause salivation. 

The role of the teacher is to identify a certain stimulus which can stimulate a  learner to learn but this must be done frequently to keep the learner alert.  The bell is what the teacher does, the food is the knowledge and salivation  is learning by students. (Bell + food) = SALIVATION. 

In his experiment when he did not pair the bell with the food several times,  the dog stopped salivation. When he paired the bell and the food again for several days, the dog salivated. Salivating again is called spontaneous  recovery. Therefore the teachers should be creative and teach while  demonstrating some practices which can induce learning. However, it is  more effective to introduce and withdraw them. 

∙ Fredrick Skinner (Operant conditioning theory) the theory of operant  conditioning suggests that reinforcement (rewarding, withdrawing reward,  punishment and withdrawing punishment) influences learning or change  of behavior. Therefore learning or change of behavior is more successful  if the teacher reinforces the learner either during the teaching or after the  learner has achieved learning/ good performance/good behavior. This  means that when the learner learns the desired or expresses desirable  behavior, rewarding or withdrawing punishment helps to improve, sustain  or maintain the good performance. However, with negative performance,  punishment and withdrawing reward can cause or revive good  performance. 

∙ Albert Bandura (Social learning theory) this theory suggests that  individuals most of the time learn or change behavior after observing or  imitating others. Therefore learning takes place from what others in the  environment do. A teacher and other stakeholders in teaching should  provide good examples because they are models to the learners.  Learners learn fast and effectively what they have admired from others. 

In summary of the first theory,

1. Behaviorism Model or Theory:

Proponents: Ivan Pavlov, Fredrick Skinner, Albert Bandura

Belief: Learning is influenced by the environment, and individuals are naturally passive towards learning. The role of the environment, teacher, and experience is to stimulate effective learning. Behaviorists emphasize conditioning, reinforcement, and observation as key factors in learning.

• Cognitivist theory or model of learning 

Cognition refers to the mental functioning/processing of an individual such  as thinking, perceiving, memory, judgment and problem solving.  Therefore cognitive ability means one’s mental ability. The cognitive  model of learning suggest learning is determined by the mental abilities  within the learner hence effective learning is the outcome of mental  activities and abilities like thinking, decision making, judgment, memory  etc

Cognitivists therefore conclude that learning is not accidental the learner  must be a processor and with mental abilities. The proponents of cognitivism  include:  

∙ Bernard Weiner (Attribution theory). According to Weiner learning is  caused by factors within the learner such as effort of the learner,  determination and the level of interest.  

∙ Sweller (cognitive load theory). He suggests that learning is determined  by the amount and the complexity of knowledge and skills taught.  Therefore the teachers should teach heavy and complex knowledge and  skills patiently by breaking into small and manageable bits. 

∙ Regeluth (elaborate theory of Learning). This theory suggests that  learning is influenced by the quality of sequence or organization of the  content. Therefore teachers should teach leaners beginning with simple  content as they move to the complex. Language used should also be clear  such that there is flow of understanding.  

∙ Merrill (component display theory). This theory suggests that learning is  determined by the quality of teaching or presentation. Therefore teachers  should watch their teaching and presentation methods. They should know  when to use experiments, demonstrations, verbal illustrations, field work  visits, visual aids like charts.  

In summary of the second model,

2. Cognitivist Theory or Model:

Proponents: Bernard Weiner, Sweller, Regeluth, Merrill

Belief: Learning is determined by mental abilities and activities such as thinking, memory, judgment, and problem-solving. Cognitivists emphasize the importance of cognitive processes and the organization and presentation of information for effective learning.