Comparing Learning Theories – Instructional Design and Technology

Behaviorism	Constructivism	Cognitivism	Connectivism	Andragogy
Behaviorism as a learning theory utilizes conditioned responses to specific stimuli. Stimuli typically have one correct response.	Constructivism as a learning theory proposes that learners take an active role in their learning. They are responsible for the construction of their own knowledge and environment and experience play a vital role in learning.	Cognitivism utilizes schemas that the learner has acquired from their social, environmental, and institutional interactions. In a cognitivism model information is temporally captured in short-term and working memory. It is then and processed stored in long term memory, becoming a schema that can be utilized for further learning.	Connectivism as a learning theory relies on establishing a network of knowledge. Networks are comprised of nodes of information that are connected or related to each other.	The theory of how adults learn and their motivation for it as apposed to the way children learn (pedagogy).
Role of the Educator
Elicit a desired response out of the learner by subjecting them to repeated stimuli such as questions Provide positive feedback when the desired response, or answer, is given	Avoid eliciting any form of specific behavior or dictate the knowledge being built. Provide the necessary guidance, tools, and environment help facilitate the initial stages of knowledge construction.	Because short-term memory is limited, reinforcement of an idea, topic, or behavior is necessary so that it can be committed to long-term memory successfully. Structure and reinforce learning so that it create new and strengthen existing schemas.	Educator acts as a specialized node in a learners network. They provide the learner with advice on what nodes to explore and provide guidance when necessary.	Leverage learner’s prior experiences. Allow learners autonomy to explore solutions. Provide support when needed. Include social interaction on learning topics.
Role of the Learner
Respond to a stimulus with the desired response.	Construct their knowledge independently while utilizing the guidance of the educator. What is constructed is therefore unique to the learner.	Take an active role in building schemas. Be responsible for what and how much is stored in and accessed from their long-term memory.	Build their network by creating connections to nodes that are relevant to the knowledge they are pursuing.	Bring acquired experience to the learning process Provide self-motivation to completing tasks and acquiring knowledge.
Best used for
This theory tends to be most successful when there is a single correct answer to a stimulus.	This theory is optimally utilized in traditional educational models where learning can take place as a group.	This theory can be optimized across a wide spectrum of education. Reinforcement of schema can occur at any age and be built on at latter stages.	This theory is ideal for adult learning and higher educational learning since the learner needs to be personally responsible for the effort they put into constructing their networks.	Ideally suited for adult learners for whom the knowledge gained is an immediate and personal/professional need.
Key players
Ivan Pavlov John B. Watson Burrhus Frederic Skinner	Jacques Piaget Lev Vygotsky	Jerome Bruner Albert Bandura	Stephen Downes George Siemens	Malcolm Knowles
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