Running head: MAJOR LEARNING THEORIES

Learning Theories
Team 3- Teisha Clay, Jay Galeon,
Sherry Garner-Sutton, & Samuel Harris
University of Texas at Tyler
Jerri Post, PhD, RN
2/8/2016

MAJOR LEARNING THEORIES

Six Major Learning Theories

Teaching nursing education requires a particular set of skills and understanding of learning
theories for the instructor to be successful. Nursing students have already formed their own
opinions and experiences of how they learn best in the classroom or in the clinical setting. As a
soon to be nursing educator, having knowledge of the six major learning theories will make the
accomplishment of success attainable for the student/teacher. In this group assignment, the team
will discuss the major learning theories of Behaviorism, Cognitivism, Social cognitivism,
Humanism, Constructivism, and Brain-based learning along with the strength/weaknesses of each.
Behaviorism
"Behaviorism equates learning with changes in either the form or frequency of observable
performance" (Ertmer & Newby, 2013, p. 48). According to Ertmer and Newby (2013)
behaviorism is successful when an appropriate response is seen after an environmental stimulus is
presented (p. 48). Behaviorism theorists included Ivan Pavlov with classical conditioning, Edward
Thorndike with psychological connectionism, and B.F. Skinner with his theory on operant
conditioning (Pettigrew, 2015, p. 17). These three theorists all used a type of positive
reinforcement, conditioning, and trial and error to achieve the correct response needed for the
environmental stimulus being presented. Behaviorism presents strengths and weaknesses that
apply to nursing education. These strengths include positive reinforcement, which allows the
student to strive towards an immediate reward. This type of learning also builds and solidifies
"stimulus-response associations" such as recalling facts, making associations, and performing
specified procedures (Ertmer & Newby, 2013, p. 49). Unfortunately, this process does not

MAJOR LEARNING THEORIES

encourage the learner to utilize "a greater depth of processing" or develop a "higher level of skills"
(Ertmer & Newby, 2013, p. 49).
Cognitivism
Cognitivism "emphasizes the role that environmental conditioning plays in facilitating
learning" (Ertmer & Newby, 2013, p. 51). "Cognitive theories focus on the conceptualization of
students' learning processes and address the issues of how information is received, organized,
stored, and retrieved by the mind" (Ertmer & Newby, 2013, p. 51). Learning acquired by
cognitivism allows the use of knowledge and memory to facilitate the use of processes needed to
perform a task. A cognitivism strength is that it incorporates many of the teaching methods being
used today such as problem solving, reciprocal teaching, and scaffolding (Pettigrew, 2015, p. 18).
The student also benefits from developing critical thinking skills during the process. The weakness
of cognitivism is that learning can be difficult because the student has a preconceived idea of the
existing topic.
Social cognitivism
Lev Vygotsky expanded Piagets basic developmental theory of cognitive abilities of the
individual to include the concept of social-cultural cognition, the idea that all learning occurs in a
cultural context and involves social interaction (Pettigrew, 2015, p. 19). One of the strengths of
social cognitive theory is that real world examples can be quickly applied. The theory is
concerned with important human social behaviors and is an evolving theory that is open to
change. However, it cannot account for all development behavior since thoughts and feelings are
determined by many internal and external circumstances. The theory lacks an overall
understanding of the complexity of human behavior, personalities and human differences.

MAJOR LEARNING THEORIES

Humanism
Abraham Maslow first discussed the hierarchy of needs theory in 1943. The earliest and
most widespread version includes five motivational needs, often representing the hierarchical
levels within a pyramid. These stages consist of basic needs (psychological, safety, love, and
esteem) and growth needs (self-actualization). Carl Rogers (1902-1987) concurred with Maslow
and extended Maslows work by concluding that for people to grow they need an environment that
provides genuineness, acceptance, and empathy (Pettigrew, 2015, p. 19). A strength of this theory
is that it highlights both cognitive and affective learning. The theory focuses on the study of the
person as a whole and emphasizes individuals choices and responsibility. One of the biggest
limitations of the humanistic theory is its lack of concrete treatment approaches aimed at specific
issues.
Constructivism
Constructivist theory states that learning is an active process wherein learners construct or
build new concepts and ideas grounded on their past as well as current knowledge (Bruner, 1996).
This cognitive process tasks the student to use past experiences as a basis for constructing new
hypothesis and decision making matrixes. This process allows the individual to go beyond the
information given. According to Leonard (2002) good methods for structuring knowledge should
result in generating new propositions, increasing the manipulation of information, and simplifying
the learning process.
Constructivist learning requires personal interaction between the instructor and student.
The instructor translates information to the students current learning level, allowing the student
to utilize their current knowledge base to assimilate new information. A good example is using a

MAJOR LEARNING THEORIES

simulation to incorporate prior knowledge into a practical laboratory setting (Bruner,1996). A

student must possess a positive disposition towards learning and utilize ways to simplify
information. The instructor should present in a strategic and logical fashion and select
appropriate rewards and recognition.
Brain- based learning
According to Abbott (2014) brain based learning states that as long as the structure and
function of the brain is intact and accomplishing its normal processes, learning will occur. A
student learns best when solving realistic problems that are appropriate to their age group.
Measuring the results based on feedback from someone other than the instructor is a better gauge
of success. Students should be allowed to customize their own safe, realistic environments. This
type of learning is maximized when a student recognizes concepts while functioning in various
health care facilities as they work under an R.N. Experiences shape the learning process and
students formulate their own learning styles, allowing for self-evaluation (Connell, 2005).
Comparison of the different theories of learning.
Behaviorism is a passive process where students respond to various external stimuli. A
change in behavior is shaped by these external factors. This method employs positive and
negative consequences to reinforce behavior. Stimuli must be relevant and be associated with an
appropriate reward structure. Cognitivism is an internal process that results in a change in
mental processes or connections. Social cognitivism expands on the theory of cognitivism by
incorporating social interactions and cultural influences. Cognitive modalities help students to
connect new information to an internal knowledge base as learning is registered through sensory

MAJOR LEARNING THEORIES

inputs, such as short/long term memory. Social cognitivism produces learning by observation of
social processes such as daily interactions, media exposure, as well as personal experience.
Constructivism is an internal process in which learners build new ideas and concepts on both
past and current knowledge, social interactions and individual motivations. Humanism allows
learners' active participation but they determine the methods, materials and amount of learning
and that making choices is entirely the learners responsibility. While both emphasize hands-on
problem-solving and learning from actual life experiences, they differ in their respective focus
where constructivism is centered on how learners construct their own learning through selfanalysis, reflection and metacognition while humanism is centered on recognizing learner
capabilities and motivating the learner to realize their full potential to achieve self-actualization.
Moreover, both theories consider learners meaningful experiences to influence development and
well-being. Brain-based learning is focused entirely on facilitating learning though repetitive
stimulation of neurotransmitters and chemical mediators engaged in learning (Jensen, 2008).
Conclusion
Each of the theories presented can be a tremendous benefit both to the instructor as a model
for delivering material and the student to help facilitate the learning process. Identifying how the
majority of your target audience processes and assimilates new information is critical to employing
the appropriate educational theory. While each of the theories possess merit, no single theory
encompasses all the components of how we as humans learn. The successful educator will develop
a curriculum that includes multiple modalities to address the greatest number of learning methods.

MAJOR LEARNING THEORIES

7
References

Brain-Based Strategies to Reach Every Learner: Surveys, Questionnaires, and Checklists

That Help You Identify Students' Strengths-Plus Engaging Brain-Based Lessons and
Activities (Teaching Strategies) August 1, 2005 by EdD J. Diane Connell
Retrieved from http://www.funderstanding.com/theory/brain-based-learning/brain-basedlearning/#sthash.y8fxwDPe.dpuf
Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
Retrieved from http://www.instructionaldesign.org/theories/constructivist.html
Ertmer, P.A., & Newby, T.J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing
Critical Features From an Instructional Design Perspective. Performance Improvement
Quarterly, 26(2), 43-71. doi:10.1002/piq.21143
Hidden curriculum. (2014, August 26). In S. Abbott (Ed.), The glossary of
education reform. Retrieved from http://edglossary.org/hidden-curriculum
Jensen, E.P. (2008). Brain-based Learning: The New Paradigm of Teaching
Leonard, D.C. (2002). Learning Theories: A to Z. Retrieved from
http://www.instructionaldesign.org/theories/index.htmlm
Pettigrew, A.C. (2015). Learning and Students. In M.H. Oermann (Ed.), Teaching in
nursing and role of the educator (pp. 16-31). New York: Springer Publishing
Company.
Wikipedia. (2010). Social Cognitive Theory.
Retrieved from https://en.wikipedia.org/wiki/Social_cognitive_theory