Constructivism and Behaviorism are two major learning theories. This article aims to compare and clarify them, as well as to find out how they can contribute to designing online learning programs.

To begin with, we need to clarify that Constructivism and Behaviorism are two of the most well-known and widely debated learning theories in the educational community. They are not the only learning theories out there, but they are two of the most used today.

Behaviourism

The basic principle of Behaviorism is that learning results from a person’s response to a stimulus.

The student does not work independently in the environment but on the contrary, the behaviour is controlled by environmental factors, thus not having control of the learning or the time it takes to achieve it (Technology in Education, n.d). All the objectives are predetermined, while the student is tasked with absorbing the offered knowledge so that in the final stage, it may present desired and predetermined behaviours. The student is individually assessed and controlled if his behaviours and performances can state that he has acquired the new knowledge according to the criteria the teacher has set the right response (Weegar & Pacis, 2012). Thus, the teacher is at the centre of learning, trying to find ways to elicit the desired behaviours by providing the appropriate stimuli without taking into account the social-cultural context of the learners as well as their needs, ultimately failing to contribute to the acquisition of a higher level of competence or those skills that require deeper processing (Technology in Education, nd; Kostaditidis, 2005).

Constructivism

On the other side, another predominant learning theory is constructivism, which asserts that learning is an active procedure as students enter the process of building knowledge by trying to clarify the events of the world environment (Technology in Education, n.d.).

Constructivists believe that learning only happens when there is active information processing, so they ask students to create their own motifs by linking new knowledge to those motives. As a result, this enables them to constantly undergo the cultivation of their post-cognitive skills (Technology in Education, nd; Kostaditidis, 2005). Constructivists do not share the stance of behaviourists, who claim that knowledge is independent of the mind and believe that the mind is the internal representation of the outside world. This way they believe that students are forced to construct their own knowledge through personal experiences and real events (Weegar & Pacis, 2012). Actions in the constructivist model enhance the ability to solve the problems of those involved and the ability to conduct research and work within a group. At the same time, the educator plays the role of the assistant-supporter of the learning process and his students, encouraging them to formulate their own ideas and conclusions (Weegar & Pacis, 2012).

Constructivism and Behaviorism in eLearning design?

The creation and the need to adopt a technological approach to online learning stems from the theory of constructivism. In an article by Vrasidas, Zebbys, and Petros, Vygotsky’s theories of self-regulating and reflective knowledge express the inseparably linked nature of those theories with new approaches in the field of education (Vrasidas, Zebbys & Petros, 2005).

As a result, teaching is driven to its peak, as the teacher is now invited to combine both pedagogical approaches and technological applications and new teaching approaches (see the TPACK model), effectively designing an authentic learning environment where the learners will benefit the most. (Erben, Ban & Casta ~ neda, 2009; Medina & Alvarez, 2014).

Unfortunately, most applications and tools that are available neglect the need for cooperation between the participants focusing solely on individuality. It is crucial for eLearning designers to add meaningful activities that promote communication and teamwork. This is a win-win solution since, at the same time, the intrinsic motivation of users is increased because of their interest in those activities.

Despite their differences, these two learning theories are well suited to the design of online learning today. Although the various technological tools are primarily designed in the context of behaviourist theories, most teachers choose to use a combination of behavioural and constructivist design patterns, perceiving the dynamics of both theories in order to satisfy the educational peculiarities of each student (Weegar & Pacis, 2012).

The article was initially published at eLearning industry

References

  • Βρασίδας, Χ., Ζεμπύλας, Μ., & Πέτρου, Α. (2005). Σύγχρονα παιδαγωγικά μοντέλα και ο ρόλος της εκπαιδευτικής τεχνολογίας. Στο: Σ. Ρετάλης (επιμ.) Οι προηγμένες τεχνολογίες διαδικτύου στην υπηρεσία της μάθησης. (σελ. 35- 58), Αθήνα: Εκδόσεις Καστανιώτη. 
  • Erben, T., Ban, R., & Casta~neda, M. (2009). Teaching English language learners through technology. New York, NY: Routledge 
  • Technology in Education. (n.d.) Learning Theories. https://economu.wordpress.com/εκπαιδευτικό-υλικό/θεωρίες-μάθησης “>Retrieved October 4, 2017 by https://economu.wordpress.com/ Educational-york/views
  • Kostantinidis, A. (2005). Learning Theories and Their Effects on Educational Software Design (Dissertation, Aristotle University of Thessaloniki, 2005).
  •  Medina, L. C., & Alvarez, C. P. (2014). Fostering Collaboration in CALL: Benefits and Challenges of Using Virtual Language Resource Centres.
  • Weegar, M.A. & Pacis, D. (2012). A Comparison of Two Theories of Learning – Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. Presented at the E-Leader Conference. Manila, Philippines