ETEC 561 Week 2 - Theories and Models of Learning and Instruction

Epistemology is the study of how we learn and acquire new information.  Epistemology can be distinguished from instructional methods and theories because instructional methods and theories are created based on what we know of epistemology.  Instructional methods based on behavioral learning theory reinforces positive behavior and corrects negative behavior because it is centered on observed behavior.  In contrast, instructional methods based on cognitive information processing theory focuses on sensory, short-term, and long-term memories because it is believed new information can be stored for later recalled depending on how the information is received in the first place.  Clearly these two theories have differing ideas of epistemology and result in different concepts of the ideal instructional methods.  Learning theories lead to instructional methods and are designed to improve student outcomes based on how we believe students learn best.

I am a relativist.  I believe most assumptions of truth are based on the socio-economic factors by which we are effected.  Maybe it’s because I have been teaching Physics lately, but everything is relative.  I cannot think of an instance when my perspective conflicted with my instructor.  Perhaps this is a reflection of my relativist leanings.   When in Rome. . . .they say.  I have always been flexible when it comes to learning styles and have been able to learn effectively in many different environments and situations.  While I enjoy the convenience of online courses, I thoroughly enjoyed my time spent in an academic setting with fellow learners.  I realize not everyone learns well in every environment, but my educational background is incredibly varied and I think it helps me when it is my turn as the instructor.

Behaviorism focuses on behavioral outcomes and reinforcement.  Problem-solving from a behavioral approach would include breaking the problem in to smaller components with frequent checks for feedback so that correction could be given and learning could be evaluated.  Students would be guided (or corrected) to the problem’s solution and have no chance to stray too far from the anticipated path. 

Constructivism focuses on student-directed learning and higher order thinking skills with minimal instructional guidance.  This is accomplished through collaborative group work, consideration of realistic problems, and student reflection and responsibility for their own learning.  Problem-solving exercises, then, would allow students to work together to solve the problem as a whole using any and all means at their disposal.  The effectiveness of their solution would then be presented and peer-reviewed and re-worked as necessary to find the best outcome.

These different learning theories and instructional methods effect learning outcome based on teacher participation, student maturity and interest levels.  Certainly age plays an important part in the effectiveness of constructivism theory.  A mature student who is interested in science might spend all day exploring a physics lab on his own, but another student might become bored within minutes and be asleep shortly after being left to his own devices.  Student interest and the perceived value of the lesson is the primary motivation for learning in a constructivist environment. On the other hand, it could be argued the behaviorism method could teach anyone, anywhere, anything because it guides the student toward the intended goal and leaves little room for error.  Student motivation with behaviorism is positive teacher feedback and good grades.