DISCUSS FIVE COMPTEMPORARY ADVANCED LEARNINGTHEORIES.

Definition of learning: Learning is a relatively change in behavior that occurs as a result of

practice, observation, experience etc. Learning is a continuous and natural process to
which the human being is exposed every day of his/her life.

Learning Theory: Learning theory can be defined as a set of different concepts that
observe, describe, explain, and guide the learning process of people and everything
that relates to the process.  It seeks to explain how individuals acquire, process,
retain, and recall knowledge during the process of learning .

Generally, there are five widely accepted learning theories teachers rely on:
I Behaviorism learning theory.
II Cognitive learning theory.
III Constructivism learning theory.
IV Humanism learning theory.

V Connectivism learning theory.

Behaviorism Learning Theory

Behaviorism or the behavioral learning theory is a popular concept that focuses on how
students learn. Behaviorism focuses on the idea that all behaviors are learned through
interaction with the environment. This learning theory states that behaviors are learned
from the environment, and says that innate or inherited factors have very little influence
on behavior.

Behaviorism states that all stimuli are followed by a response based on the
environment in which the individual is. Learning can be explained from observable
events related to the behavior and the context in which learning occurs. Studies
concerning behavioral theory are based on experimental psychology. Some
behaviorist theorists are Iván Pavlov, John Watson, and B.F Skinner.

Motivation plays an important role in behavioral learning. Positive and negative

reinforcement can be motivators for students. For example, a student may recieve
praise for getting a good grade on a test, this is positive reinforcement. Negative
reinforcement is still motivation to get the student to act in a desired way, but removes
an element in order to get the student to do something. For example, a student may not
have to do homework if they score well on a test. Both of these motivators are valuable
for improved behavior inside the classroom.
 Applications of behaviorism in the classroom
Though teachers are often familiar with several learning theories and may use a combination of
them in class, some concepts can find their roots in behaviorism, such as:

I Student feedback

If a teacher returns students’ papers within a week of submission, students may be more likely to
learn from that feedback, compared to a teacher who waits several weeks. This is because
a quick turnaround creates a stronger relationship between the behavior (writing the paper) and
the reinforcement (receiving feedback).

II Reward systems

Many teachers implement reward systems for students to reinforce good behavior. When
students receive extra credit for optional quizzes leading up to a big test, for instance, they might
be more likely to pace their study with the quizzes, instead of cramming the night before the
exam. Of course, reward systems have to be assessed and reassessed to make sure they’re
reinforcing the right behaviors and not opening the door to cheating or manipulation.

III Start of class

Instead of jumping into lessons immediately, many teachers opt to start their class with routine
activities. This can be as simple as leaving a problem up on the board for students to complete as
the class begins. Such behaviors create consistency, which can help students remain focused
while easing into a learning environment.

Cognitive Learning Theory

Cognitive learning theory explains how internal and external factors influence an individual’s
mental processes to supplement learning. Delays and difficulties in learning are seen when
cognitive processes are not working regularly. These processes are such as attention,
observation, retrieval from long-term memory, and categorization.

Cognitivism studies how the mind interprets, processes, and hand stores
information in memory. Its foundation lies in obtaining learning from childhood,
proposing that children have an orderly structure for information processing. In
this theory, individuals are an active entity in their learning process. The primary
authors of this theory are Jean Piaget, David Ausubel, and Jerome Brunner.
Cognitive learning theory is dominant in psychology. It is broken down into two

categories.

I Social Cognitive Theory

This theory helps us understand how people are influenced and their
influence on the environment. It is a quick way of acquiring information
when you individually take action. A person who demonstrates
behavior for another person is known as a model.
These may be real people such as teachers, our peers, and
supervisors, or symbolic models, also known as fictional characters
that influence an observer’s behavior.

II Cognitive Behavioral Theory

This theory mainly refers to our mental processes, such as our

thoughts and interpretations of life events.

It explains how the thoughts, feelings, and behavior of a person

interact with each other. Thoughts lead to particular emotions, which
in turn lead to specific behavioral responses. when we change our
thoughts, we can change our emotions and then our behaviors. It also
works in reverse where changing how we behave leads to changes in
our feelings and, ultimately, our thoughts.

Benefits of Cognitive Learning

The following are the major positive effects of cognitive learning:

1. Enhances learning

Cognitive learning theory enhances lifelong learning.learners can build upon previous
ideas and apply new concepts to already existing knowledge.
2. Boosts confidence

Students become more confident in approaching tasks as they get a deeper

understanding of new topics and learn new skills.

3. Enhances Comprehension

Cognitive learning improves learners’ comprehension of acquiring new information. They

can develop a deeper understanding of new learning materials.

4. Improves problem-solving skills

Cognitive learning equips learners with the skills they need to learn effectively. They are
thereby able to develop problem-solving skills they can apply under challenging tasks.

5. Help learn new things faster

Through the experience of learning, the learners will be able to recycle and use the
same learning methods that worked previously. This will help them learn new things a
lot faster as they already know what works for them when it comes to obtaining new
knowledge.

Constructivism learning theory

 Constructivism is based on the idea that people actively construct or make their own
knowledge, and that reality is determined by your experiences as a learner. Basically,
learners use their previous knowledge as a foundation and build on it with new things
that they learn. So everyone's individual experiences make their learning unique to
them. 

Constructivism indicates learning is not obtained passively but actively. As a

consequence, knowledge is a construction of the human being as a product of its
relationship with the environment, its own capabilities, and previous schemes. This
is one of the most used theories today and is related to the following theorists: Jean
Piaget, David Ausubel, Jerome Bruner, and Lev Vygotsky.

Teachers and instructors that understand the constructivist learning theory understand
that their students bring their own unique experiences to the classroom every day. Their
 background and previous knowledge impacts how they are able to learn. Educators are
able to use constructivist learning theory to help their students understand their previous
knowledge.

Principles of constructivism.
 I. Knowledge is constructed. This is the basic principle, meaning that knowledge is built
upon other knowledge. Students take pieces and put them together in their own unique
way, building something different than what another student will build. The student’s
previous knowledge, experiences, beliefs, and insights are all important foundations for
their continued learning. 
 II. People learn to learn, as they learn. Learning involves constructing meaning and
systems of meaning. For example, if a student is learning the chronology of dates for a
series of historical events, at the same time they are learning the meaning of
chronology. If a student is writing a paper about history, they are also learning principles
of grammar and writing as well. Each thing we learn gives us a better understanding of
other things in the future.
 III. Learning is an active process. Learning involves sensory input to construct meaning.
The learner needs to do something in order to learn, it’s not a passive activity. Learners
need to engage in the world so they are actively involved in their own learning and
development. You can’t just sit and expect to be told things and learn, you need to
engage in discussions, reading, activities, etc
 IV. Learning is a social activity. Learning is directly associated to our connection with
other people. Our teachers, our family, or peers, and our acquaintances impact our
learning. Educators are more likely to be successful as they understand that peer
involvement is key in learning. Isolating learnings isn’t the best way to help students
learn and grow together. Progressive education recognizes that social interaction is key
to learning and they use conversation, interaction, and group applications to help
students retain their knowledge.
V.Learning is contextual. Students don’t learn isolated facts and theories separate from
the rest of our lives—we learn in ways connected to things we already know, what we
believe, and more. The things we learn and the points we tend to remember are
connected to the things going on around us.
VI.Knowledge is personal. Because constructivism is based on your own experiences
and beliefs, knowledge becomes a personal affair. Each person will have their own prior
knowledge and experiences to bring to the table. So the way and things people learn
and gain from education will all be very different.
VII.Learning exists in the mind. Hands-on experiences and physical actions are
necessary for learning, but those elements aren’t enough. Engaging the mind is key to
successful learning. Learning needs to involve activities for the minds, not just our
hands. Mental experiences are needed for retaining knowledge.
VIII.Motivation is key to learning. Students are unable to learn if they are unmotivated.
Educators need to have ways to engage and motivate learners to activate their minds
and help them be excited about education. Without motivation, it’s difficult for learners to
reach into their past experience and make connections for new learning.

Humanism Learning Theory

Humanism is defined as a philosophy of life that emphasizes the importance of seeing
the "whole" person and seeing the inherent unique qualities of each individual. This
philosophy began as a psychology theory that challenged existing theories' assumptions
and presented a new perspective from which to understand and help individuals. The
primary assumptions of humanism are:

1. Humans have the ability to act of their own free will, making choices of their own
volition without the influence of external forces.
2. All humans are inherently good at their core and have the potential to better
themselves and the world.
3. Humans have a drive to self-actualize, or achieve personal growth and fulfillment
in life.
4. The subjective reality of an individual's conscious experience is significantly more
important and valuable than objective reality.

The humanistic learning theory was developed by Abraham Maslow, Carl Rogers, and
James F. T. Bugental in the early 1900’s. Humanism focuses on human beings being
free to act and control their own destinies. It centers on human values, interests,
capacities, needs, worth, and dignity. It is a belief that people have an unlimited
potential for growth and development and that they are inherently good.
Abraham Maslow was one of the most influential psychologists in the development of
humanism. In 1943, he introduced a concept known today as Maslow's hierarchy of
needs. It presents a pyramid of human needs that includes:

I.Physiological needs, such as food and shelter

II.The need for safety

III.The need for love and belonging

IV.Esteem needs, such as those of respect and freedom

V.The need for self-actualization — the top of the pyramid that humans strive for
throughout their lives
 Humanist teachers value both the education and emotional well-being of their
students, ensuring that their basic human needs are met and that their unique
perspectives are considered when making decisions. Students are given
opportunities for self-directed learning and self-evaluation that provide them with
knowledge of how they learn and where they could improve. These tools
motivate them to seek out new learning opportunities throughout their lives in
order to achieve their fullest potential.

The principles of humanistic learning theory.

I.Student choice. Choice is central to the humanistic learning theory and
humanistic psychology. Humanistic learning is student-centered, so students are
encouraged to take control over their education. They make choices that can
range from daily activities to future goals. Students are encouraged to focus on a
specific subject area of interest for a reasonable amount of time that they
choose. Teachers who utilize humanistic learning believe that it’s crucial for
students to find motivation and engagement in their learning, and that is more
likely to happen when students are choosing to learn about something that they
really want to know. 

II.Fostering engagement to inspire students to become self-motivated to learn.

The effectiveness of this psychology approach is based on learners feeling
engaged and self-motivated so they want to learn. So humanistic learning relies
on educators working to engage students, encouraging them to find things they
are passionate about so they are excited about learning. 

 III.The importance of self-evaluation. For most humanistic teachers, grades don’t

really matter. Self-evaluation is the most meaningful way to evaluate how learning is
going. Grading students encourages students to work for the grade, instead of doing
 things based on their own satisfaction and excitement of learning. Routine testing and
rote memorization don’t lead to meaningful learning in this theory, and thus aren’t
encouraged by humanistic teachers. Humanistic educators help students perform self-
evaluations so they can see how students feel about their progress.
 III.Feelings and knowledge are both important to the learning process and should not be
separated according to humanistic psychology. Humanistic teachers believe that
knowledge and feelings go hand-in-hand in the learning process. Cognitive and
affective learning are both important to humanistic learning. Lessons and activities
should focus on the whole student and their intellect and feelings, not one or the other.
 III.A safe learning environment. Because humanistic learning focuses on the entire
student, humanistic educators understand that they need to create a safe environment
so students can have as many as their needs met as possible. They need to feel safe
physically, mentally, and emotionally in order to be able to focus on learning. So
humanistic educators are passionate about the idea of helping students meet as many
of their needs as possible.

 Connectivism Learning Theory

 Connectivism is a relatively new learning theory that suggests students should combine
thoughts, theories, and general information in a useful manner. It accepts that
technology is a major part of the learning process and that our constant connectedness
gives us opportunities to make choices about our learning. It also promotes group
collaboration and discussion, allowing for different viewpoints and perspectives when it
comes to decision-making, problem-solving, and making sense of information.
 Connectivism promotes learning that happens outside of an individual, such as through
social media, online networks, blogs, or information databases.
 Connectivism is based on the theory that we learn when we make connections, or
“links,” between various "nodes" of information, and we continue to make and maintain
connections to form knowledge.

Principles Of Connectivism
The main principles of connectivism are:

1. Learning and knowledge rests in the diversity of opinions.

2. Learning is a process of connecting.

3. Learning may reside in non-human appliances.

4. Learning is more critical than knowing.

5. Nurturing and maintaining connections are needed for continual learning.

6. The ability to see connections between fields, ideas, and concepts is a core skill.

7. Accurate, up-to-date knowledge is the aim of all connectivist learning.

8. Decision-making is a learning process. What we know today might change tomorrow.
While there’s a right answer now, it might be wrong tomorrow due to the constantly
changing information climate.

Application Of Connectivism In The Classroom.

These are ways to incorporate connectivism in the classroom.

I.Through Social media

One way teachers implement connectivism is through the use of classroom social
media. For example, a class Twitter account can be used to share information, engage
in discussion or announce homework tasks. This can help boost class engagement and
open the lines of discussion among students and teachers.
II.By Gamification
Gamification takes assignments and activities and puts them into a competitive game to
make learning more of an interactive experience. There are many learning-based apps
and instructional technologies teachers can use to add an element of gamification to the
classroom. One example is U-Lesson app, an online learning tool and a
free educational learning app for Primary, Secondary School learners and candidates
preparing for WAEC, GCSE, A levels, BECE, GCE, NECO, JAMB and other National
exams. Teachers can track students' progress while students can earn “points” for
progressing through lessons. Other examples include apps like ABC songs Rhymes
learning games, Jolly phonics lesson app,Brainly Homework Maths Solver etc.
III.Through Simulations
Simulations engage students in deep learning that empowers understanding as
opposed to surface learning that only requires memorization. They also add interest and
fun to a classroom setting. Take, for example, a physics class where students create an
electric circuit with an online program. Instead of being instructed via a book or
classroom lecture, they’re learning about physics by simulating an actual physical setup.

Conclusion
It is part of the human condition to crave knowledge. Consequently, numerous
scientists, psychologists, and thought leaders have devoted their careers to
studying learning theories. Understanding how  people learn is a critical step in
optimizing the learning process.

Understanding learning theories can result in a variety of outcomes, from

improving communication between students and teachers to determining what
students learn. Foundational knowledge of how humans learn, and specifically
how a child learns and develops cognitively, is essential for all educators to be
their most effective instructors in the classroom. So, whether you’re an aspiring
or experienced teacher, a student, or a parent of a student (or some
 combination thereof), knowing more about each theory can make you more
effective in the pursuit of knowledge.

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