Learning Theory Presentation Team B John Barnett Daryl

Learning Theory Presentation Team B John Barnett Daryl Bass Shalanda Campbell Tara Mc. Evoy Lori Purcell Tezlyn Figaro-Turner

Behavioral Learning Theory Behavioral learning theories are a part of behaviorism, which is the study of the behavior of a person or animal reacting to something in the environment. Behaviorism is a theory of learning based upon the idea that all behaviors are acquired through condition.

Behavioral Learning Theory (BLT) describes a well-known orientation to learning that encompasses a number of individual theories. (3) Three basic assumptions are held to be true: 1. Observable behavior rather than internal thought processes is the focus of study; learning is manifested by change in behavior 2. The environment shapes behavior; what one learns is determined by the elements in the environment not by the individual learner 3. The principles of contiguity and reinforcement are central to explaining the learning process

BEHAVIOR THEORY: "Each behavioral theory is an advantage to learning, because it provides teachers with a new and different approach. " During the 70 s and 80 s conceptions and definitions of learning began to change dramatically. Behavioral theories gave way to cognitive theories that focused on mental activities and the understanding of complex material. The goal of education is to develop the ability of students to understand the content and to think for themselves. Nearly every educational setting involves several types of learning, each with its unique importance to the functioning of the classroom.

Behavioral Learning Theorist B. F. Skinner; Psychologist began working on behavioral learning theories in the 1930 s, and defined the terms "classical conditioning" and "operantive conditioning” Operative conditioning means reinforce what you want the individual to do; ignore what you want the individual to stop doing; reinforcement is essential. “If behavior is reinforced or rewarded, the response is more likely to occur again; behavior not reinforced is likely to become less frequent and may disappear (Skinner 1974). ”

Behavioral Learning Theorist Edward L. Thorndike is perhaps the “greatest learning theorist of all time” (Hergenhahn & Olsen, 2005 Pg. 54). His most significant contribution to understanding learning has come to be called connectionism or the S-R Theory of learning. Through repeated trial and error learning, certain connections between sensory impressions or stimuli and subsequent behavior or responses are strengthened or weakened by the consequences of behavior.

Cognitive Learning Theory (CLT) is a source that describes the main concept of learning. This theory explains how internal and external factors affect the mental process of most adult learners. In addition, the Cognitive Learning Theory expounds on the significance of the operative cognitive process, which is the ability to learn and store new information.

Social Cognitive Theory The Social Cognitive Theory (SCT) is another aspect of CLT and can be broken into three variables: behavioral factors, environmental factors, and personal factors. Studies have shown that the three variables are interrelated and is the basis for most adult learning. Social Cogitative Theory also includes several basic concepts that may become apparent during the adult learning process. • Observational Learning This concept stems from learning through watching people in an attempt to gain knowledge. • Reproduction This concept aims to increase the repeating of a particular behavior with materials that will enhance new knowledge and behavior learned. • Self-efficacy This concept capitalized on the learners’ newly learned knowledge or behavior by putting it into practice. • Self-regulatory Capability This concept is the ability to control behavior despite uncomfortable or unforeseen environments or conditions (Sincero, 2011).

Cognitive Learning Theorist Robert M. Gagne noted educational psychologist, and author of Conditions of Learning, whose study of educational and learning started in behaviorist theory and quickly moved over to cognitive approaches and methods. Regarded by most as the “father of instructional design, ” Gagne advocated that the design and creation of problem-centered instructional matter must be approached from theory- and research-based techniques from the psychology of learning.

Eight Types of Learning From this basis he went on to develop teaching and instructional design techniques that met his definitions learning types and the conditions needing to achieve an effective and efficient learning outcome. As noted by Knowles, et al (Table 5 -2), Gagne determined there were eight types of learning: • Signal Learning • Stimulus-Response Learning • Chaining • Verbal Association • Multiple Discrimination • Concept Learning • Principle Learning • Problem Solving

Instructional Events As part of his contribution to instructional design, Gagne developed an additional advancement through his nine instruction events he said were critical to effective teaching and transferring knowledge. They serve as the foundation most educators use today in developing effective lesson plans: • • • Gaining attention Informing the learner of the objective Stimulating the recall of prior learning Presenting the stimulus Providing learner guidance Eliciting the performance Giving informative feedback Assessing performance Enhancing retention and transfer

However different, each theory provides a unique opportunity to reinforce and apply learning. In the case of an adult education program focusing on conducting a remote monitoring visit the Behavior and Cognitive Learning Theories can support successful learning event development. In either case, understanding the audience, the issues and the goal of the organization is key to choosing the correct path towards instructional design.

Behavioral Learning • • Tell me, show me, let me try! • Identify historical factors that can influence or derail success factors for the visit such as reduction of queries, completion of data entry Slides to clearly identify situation Provide examples and key take-aways to audience Opportunity for application through scenario based examples Learners provide input based on experience Role-playing to reinforce key concepts so actions become second nature outside of training room Understand rationale behind the process of conducting a remote monitoring visit and identify objectives of the visit Cognitive Learning • • Clearly define learning objectives and ‘What’s In It For Me • • Teach back opportunities to bring suggestions to larger audience for feedback and suggestions Provide case studies in group setting to discuss and determine problem, root cause and corrective action plan Identify clear solution for future implementation, document and provide as reference

Summary Cognitive and Behavioral theories are both applied to and affect corporate training programs. After discussing the background of each theorist and theory, next we examined how theory may be applied to corporate training by changing the training environment to produce desired behavior. As an adult educators understanding and applying the cognitive and behavioral learning theories in turn we will benefit the students and improve corporate training programs.

References Explorable. com: http: //explorable. com/cognitive-learning-theory Gagné, Robert Mills 1916— 2002. (2009). In E. M. Anderman & L. H. Anderman (Eds. ), Psychology of Classroom Learning (Vol. 1, pp. 422423). Detroit: Macmillan Reference USA. Retrieved from http: //go. galegroup. com. ezproxy. apollolibrary. com/ps/i. do? id=GALE%7 C CX 3027800121&v=2. 1&u=uphoenix&it=r&p=GVRL&sw=w&asid=ab 978 c 0 bdb 54 e 0227424 c 40587260122 Knowles, M. S. , Holton, E. F. , & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development. Amsterdam: Elsevier. Merriam, S. B. , & Caffarella, R. S. (1991). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass. Sincero, S. M. (March 2011). Cognitive Learning Theory. Retrieved Jan 10, 2014