LEARNING THEORIES Introduction What is learning

1. A cognitive process in which one acquires skill of knowledge

3. A process by which relatively permanent changes occur in behavioral potential as a result of experience.

4. A change in an individualÆs behavior arising from experience.

5. The application of known information to acquiring unknown information.

6. A process based on experience that results in a relatively durable change in behavior or knowledge.

7. A process that builds on or modifies understanding, capacities, abilities, attitudes and propensities in the individual.

8. A strategic process of developing strategy by crafting, experimentation and feedback. (Note, learning in this context does not mean rote or memory learning).

While at least some of the foregoing definitions of learning appear quite different, Uljens (1997) points out that they can be divided into two basic categories: Learning as a Product or Outcome and Learning as a Process. Theories related to both of these basic notions of learning are reviewed in this paper. The paper also prese

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ds, labels or images result in better retention than simply observing. 3. Students are more likely to adopt or acquire a modeled behavior if it results in outcomes which they value. 4. Students are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value. In summary then, social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. The component processes underlying observational learning are: attention, retention, reproduction and motivation. However, because it encompasses attention, memory and motivation, social learning theory spans both the cognitive and behavioral frameworks of learning. Still, its emphasis remains upon learning as a product. The next section of the paper examines learning theories where the emphasis and focus is upon learning as a process. Learning as Process: Constructivism and Social Constructivism Constructivism Smith, Ragan and Ragan (1999) state that it was dissatisfaction with the behavioristic notions of learning as product that led many educators to focus on cognitive attributes and qualities as essential for learn
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