day 3 - behaviourism theory:
Behaviourism is one of the two dominant theories of learning today. Based primarily on the work of Ivan Pavlov and B.F. Skinner, behaviourists argue that learning is evident when a behaviour is changed. In this way behaviourism is an external learning theory because it focuses on the outward actions of a person, not the inner workings of cognition that lead to the behaviour.
Behaviourists are interested in two types of conditioning. The first is classical conditioning and is associated most closely with the work of Pavlov and his famous experiments with dogs. In these experiments Pavlov introduced a stimulus, food, in order to generate a response, salivation. The result is a reflexive response to stimuli that is unreflective. It is learning by association and the learner is passive.
The second type of conditioning is operant conditioning and is associated with the work of B.F. Skinner. Skinner, building on the work of Pavlov, was interested in achieving a desired response by the use of stimulus-response. In this case, the desired behaviour is rewarded by positive feedback or tangible rewards and the undesirable behaviour is corrected by negative feedback or the withholding of tangible rewards. The goal is to increase the probability of desirable behaviour by rewards and corrections. The result of this approach is that the learner becomes active in demonstrating desired behaviour in order to receive positive feedback.
The actual practice of behaviourism in the classroom varies widely, but the following list by Paul Surgenor (2010) is representative of the principles used:
Behaviourists are interested in two types of conditioning. The first is classical conditioning and is associated most closely with the work of Pavlov and his famous experiments with dogs. In these experiments Pavlov introduced a stimulus, food, in order to generate a response, salivation. The result is a reflexive response to stimuli that is unreflective. It is learning by association and the learner is passive.
The second type of conditioning is operant conditioning and is associated with the work of B.F. Skinner. Skinner, building on the work of Pavlov, was interested in achieving a desired response by the use of stimulus-response. In this case, the desired behaviour is rewarded by positive feedback or tangible rewards and the undesirable behaviour is corrected by negative feedback or the withholding of tangible rewards. The goal is to increase the probability of desirable behaviour by rewards and corrections. The result of this approach is that the learner becomes active in demonstrating desired behaviour in order to receive positive feedback.
The actual practice of behaviourism in the classroom varies widely, but the following list by Paul Surgenor (2010) is representative of the principles used:
- Breaking material into small units
- Providing opportunities for frequent feedback
- Using reinforcement to strengthen the behaviour that you want to encourage
- Employing different schedules of reinforcement to encourage learning (see below)
- Describing the terminal behaviour and organising material to be learned (e.g., inform students of learning objectives for the class, explain exactly what you want them to learn by the end of the lesson, and arrange the material to be learned in steps)
- Using special forms of reinforcement to motivate students to persevere when they lose motivation
- Base assessment on pre-established learning outcomes
Behaviourism and online learning
In recent years behaviourism has generally be regarded as an inferior learning theory to others like constructivism and connectivism. Online education, however, has often followed behaviourist principles. For example, online software applications provide immediate feedback to learners based on progress, thus, reinforcing positive advancement in the material.
Some educators continue to encourage the use of behaviourist principles in online learning. What does this look like? At a very basic level an online course following behaviorist theory is more structured. Fazwal (2012, 28), for example, provides the following principles of behaviourist e-learning:
This structured mode of learning is precisely what some theorists believe is the primary weakness behaviorism in online learning. This will be evident in a reading for tomorrow by Shani Gulati.
In practice, behaviorist approaches involve drill and practice and are encouraged by individual instructions and feedback (Shield, 2000). Because of this online education has been seen as a good environment for behaviorist principles since software is able to offer such a learning environment. For example, the ability to create online quizzes that provide immediate feedback to students regarding their knowledge of the topic is seen as very suitable to behaviorist principles.
Some educators continue to encourage the use of behaviourist principles in online learning. What does this look like? At a very basic level an online course following behaviorist theory is more structured. Fazwal (2012, 28), for example, provides the following principles of behaviourist e-learning:
- Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson.
- Course designers have to define sequences of instructions using conditional or unconditional branching to other instructional units and pre-determining choices within the course.
- Learners must be tested to determine whether or not they have achieved the learning outcome.
- The behaviouristic approach for learning suggests to demonstrate the required operation, procedure or skill, and to break it down into its parts with appropriate explanation before learners are expected to copy the desired behaviour. Learners are supposed to build proficiency from frequent review or revision with check tests at strategic points or repeat practice with feedback.
This structured mode of learning is precisely what some theorists believe is the primary weakness behaviorism in online learning. This will be evident in a reading for tomorrow by Shani Gulati.
In practice, behaviorist approaches involve drill and practice and are encouraged by individual instructions and feedback (Shield, 2000). Because of this online education has been seen as a good environment for behaviorist principles since software is able to offer such a learning environment. For example, the ability to create online quizzes that provide immediate feedback to students regarding their knowledge of the topic is seen as very suitable to behaviorist principles.
thought questions
- Many educational theorists think that behaviourist principles are not helpful because they focus only on observable behaviour to the neglect of the cognitive aspects of learning. Do you agree with this appraisal? Why or why not?
- Immediate feedback is important in behaviourism. Take one of these two online quizzes: Know Your Dinosaurs or Learn the State Flags. Is the feedback given an effective means of education?
- Lumosity.com is a very popular online source founded on behaviourist principles. Is Lumosity education? Are the principles applicable to educational settings?
key words
- Operant conditioning.
- Classical conditioning.
- Feedback.
- B.F. Skinner.
- Ivan Pavlov.
references And Resources:
Alzaghoul, Ahmad Fawaz. 2002. The implication of the learning theories on implementing e-learning courses. The Research Bulletin of Jordan, 2, 27-30.
Brenda Mergel: Instructional Design and Learning Theory
Dr. Elizabeth A. Childs: Behaviorism and Online Learning
http://www.learningandteaching.info/learning/behaviour.htm
Shield, George. (2000). A critical appraisal of learning technology using information and communication technologies. The Journal of Technology Studies, 26, 71-79.
Surgenor, Paul. (2010). Teaching toolkit: How students learn 2. Retrieved from http://www.ucd.ie/t4cms/ucdtlt0017.pdf
Sutton, Mathias J. (2003). Problem representation and learning transfer: Implications for technology education research. Journal of Industrial Teacher Education, 40, 47-62.
Brenda Mergel: Instructional Design and Learning Theory
Dr. Elizabeth A. Childs: Behaviorism and Online Learning
http://www.learningandteaching.info/learning/behaviour.htm
Shield, George. (2000). A critical appraisal of learning technology using information and communication technologies. The Journal of Technology Studies, 26, 71-79.
Surgenor, Paul. (2010). Teaching toolkit: How students learn 2. Retrieved from http://www.ucd.ie/t4cms/ucdtlt0017.pdf
Sutton, Mathias J. (2003). Problem representation and learning transfer: Implications for technology education research. Journal of Industrial Teacher Education, 40, 47-62.
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