Learning Theories Organiser

Written by Rebecca Thomas (97193509)

Learning view
definition
Associative /
Empiricist

The Associative/ Empiricist

learning theory can be
defined as learning
determined by a series of small
steps that are arranged
sequentially, where each step
builds upon the next using
highly focused objectives in
order for the learner to master
complex skills and
understanding (Lindsay 2015,
Mayes & de Freitas, 2004).
Learners use feedback to help
reinforce associations and
connections to their new
learning and prior knowledge.
Knowledge is learning that is
derived from experiences with
an accumulation of associations
and skills.

Theorists
related
Pavlov
Wilson
Robert Gagne
B.F. Skinner

Significance

Implications for the

teachers role

The significance of this

Implications for educators
theory is that it highlights the
are:
way in which we all learn. The The required need for
need for learning to be
individualising of
sequential (step by step) and
instruction for each student
the importance of each step
with questioning and
building upon the next in order
feedback immediately to
for us to understand more
responses.
complex tasks. In simple terms Learners require routine.
you need to learn how to crawl Learners require clear
before you walk and how to
goals, explicit teaching and
walk before you run.
feedback.

Experiences and activities

need to be repetitive.
Teachers need to know
what needs to be learnt in
order to complete a more
complex task.
Teachers need to be aware
of next steps.

3 Examples for within

own context
Example 1:
The NZ Curriculum is based upon
this theory where learners need to
have mastered the previous level
before moving on to the next. The
curriculum indicates where
students should be in their
learning but it is not necessarily
where they are; for example a
year four student should
theoretically be working at the
end of Level Two, but if they have
not mastered learning at Level
One they will not be working on
Level Two.
Example 2:
When working out the area of a
rectangle in maths, you first need
to know how to use a ruler to be
able to measure the sides to give
you the length, and secondly
know how to multiply the length
and width together to get the area
of the rectangle.
Example 3:
When learning to write a
sentence, students need to know
what makes up a sentence and
how to write one. When they
know how to do this they are able
to move on to writing a

Thomas Learning Organiser, Assignment 1, 2015

Cognitive

The Cognitive learning theory

can be defined as the
construction of new knowledge
based upon the learners prior
knowledge. A learners existing
knowledge can be modified
through experience.

Kohler
Lewin
Jean Paiget
Jerome Bruner
Robert Gagne

Mayes and de Freitas (2004)

describe it as understanding
gained through the active
process of creating hypotheses
and building new forms of
understanding through activity.
Cognitive learning theory could
simply be put as learning how
to learn or knowledge
acquisition.

The significance of this

Implications for educators
theory is that it enables us to
are:
understand the development of Learning focuses on and is
our learners. It is a theory
designed for the learner.
explaining how learners learn. Knowledge is constructed
Cognitive learning involves
by the learner and not by
examining learning, memory,
the teacher.
problem solving skills and the Educators need to create
intelligence of our students
meaningful learning
(PBworks, unknown).
experiences that stimulate,
The main benefit of cognitive
learning is that knowledge is
broken into smaller pieces to
understand and process, rather
than a huge chunk of learning
at once.

Thomas Learning Organiser, Assignment 1, 2015

support and engage learners

(PBworks, unknown).
o This may include the
use of graphic
organisers, concept
mapping and
collaborative tasks
o Tasks are carefully
planned to be tailored to
the learners
developmental level
The teachers role moves to
become a guide, mentor,
tutor
Students need to know how
to examine, perceive,
interpret, and experience

compound sentence and

continuing on from that to a
complex sentence. You cannot
learn to write a complex sentence
if you do not know how to write a
compound sentence and you
would not be able to write a
compound sentence if you do not
know the components of a simple
sentence.
Example 1: The use of a graphic
organiser or concept map to help
group together ideas around a
specific topic: e.g. a Venn
diagram is used to help compare
two different characters within a
novel being read, or to compare
two different countries being
researched for an inquiry unit.
The aim of these is to help
support the learners to organise
their new knowledge or help
construct meaning.
Example 2: Collaborative or
cooperative groupings: e.g. within
a group each child becomes an
expert on a subtopic by
researching and discussing it
within another smaller group, and
then bringing the information and
knowledge back to share with
their main group thus being the
expert of that particular subtopic.
Example 3: Mnemonics: students
use a mnemonic to help them
remember the spelling of a more
complex word / concept: e.g.
understanding the points on a

Situative

The Situative learning theory

can be defined as
knowledge and learning
embedded within an activity,
context and culture in which it
is learned (LearningTheories.com, 2015a)
Learning is from experiences
that are authentic and where
knowledge is shared socially
while interacting with others
through discussion, problem
solving and collaboration
(Mayes & Freitas, 2004,
Learning-Theories.com,
2015b).
Learning becomes a natural byproduct of the student being
engaged in a current learning
situation (Keller, Bonk, & Khe,
2005).
Knowledge should be taught in
context not in abstract (Vincini,
2003).

Lev Vygotsky
Jean Lave
Etienne Wenger
John Dewey,
J.G Greeno
John Seely
Brown
Allan Collins
Paul Duguid

The significance of this

theory is that we all learn
from different experiences and
more so from authentic
experiences. Learners are
influenced socially and
culturally continuously
throughout their lifetime. Yuan
and McKelvey (2004)
highlight situative learning as
connections between like
minds and interactions
between people and the
environment.
On Dales Cone of
Experiences it shows that
learners remember 90% of
what they say as they do a task
this includes conversations
with others they are working
with (Dale, 1969). This links
in with the situative theory
through the provision of
authentic contexts, real life
examples and problems, and
opportunities to acquire
knowledge through a range of
media and resources.

information.
The classroom needs to
promote a motivational
climate where students are
motivated, value the task,
learning and effort
(PBworks, unknown).
Cognitivism is well suited
to problem-based learning.
Implications for educators
are:
Design emphasis needs to be
given to the relationship
between the nature of the
learning task and the
characteristics when situated
in real use (Mayes & Freitas,
2004).
Environments and activities
need to be organized to
include opportunities to
acquire knowledge, skills
and understanding (Greeno,
1998).
Vincini (2003) talks about
situative learning theory
allowing for:
o Authentic contexts and
activities reflecting on
real life
o Access to expert
performances and
modeling of processes
o Opportunities to provide
multiple roles and
perspectives
o Collaboration

compass could be remembered

with the sentence: Never Eat
Soggy Weetbix.

Example 1: Field trips: an

example of this was our shellfish
monitoring trip where the students
were learning about human effects
on the environment and living
things, then went out to count the
numbers of cockles on a local
beach. From this they discussed
reasons why the numbers were
low from their data gathered and
what they could do to help.
Example 2:
Interschool visits: our class has a
buddy class at a larger school with
a different cultural make up.
While visiting, my class are
learning to interact and
collaborate with different cultures,
have discussions around the
school rules that apply to a larger
school and why, e.g. certain teams
on the playground at one time,
and use the key competencies
when working with others.
Example 3:
Long ball: learners learn more
playing the game than actually
listening to just the instructions.
They end up discussing what is

Thomas Learning Organiser, Assignment 1, 2015

o
o

Connectivist

The Connectivist learning

theory can be defined as
social and cultural contact
embedded with technology,
where learners learn through
contact and connections.

G. Siemens
S. Downes
G. Pask
E. Thorndike
J. Bruner
constructivist
theory

Siemens (2004) talks about

how learners use personalised,
online and collaborative tools
to help their learning. Students
need to know how to find the
knowledge they require more
than how to internalize or
remember the information.
Learners are supplementing
their learning using outside
sources such as the internet:
Facebook, Twitter, YouTube,
online discussion boards and
more (Thomas, 2015). Each
learner develops their own
personalised learning tools,
environment, learning networks
and communities in which they
are learning to store their
knowledge (Siemens, 2005).
The learners then take that
information and apply it to
what they are learning within
the classroom.

Thomas Learning Organiser, Assignment 1, 2015

The significance of this

theory is to help explain how
we can learn within a rapidly
changing society, one that is
digitally connected and
networked around the world. It
is no longer about how we
learn and how we remember
information; it is now more
about how we can find that
information and how we can
store it within a digital world.

Opportunities to reflect
Coaching and
scaffolding at critical
times

Implications for educators

are:
The management and
leadership around
resources do the
resources help to achieve
the desired outcome?
The need for diverse views
and resources.
Media, news, blogging and
information is constantly
changing it is happening
in real time. Information is
Siemens (2004) talks about our
easily obtained (Learning
knowledge not being
Technologies, Unknown).
individualistic but being
Managing own personal
distributed across a range of
knowledge having to
networks, and in our digital
devise organisation
society connections and use of
strategies to manage new
networks fosters learning.
and existing knowledge.
The design of the learning
environments to foster
connectivism (Siemens,
2005).
The teachers role changes
to one of ensuring the
learners know how to
make connections, how to
ensure their information is
accurate and how to use
their knowledge to help
others.

happening as they play and learn

to make decisions on the spot as
a fielder should I run in or should
I stay? What is best for the game
now in this particular moment?
Example 1: My class has a class
wiki where I upload website links,
videos, exemplars and more, to
help them with their learning. The
students use this as the first port
of call for any learning we are
doing in class. It may be for the
task board for reading, support
videos and websites for the maths
concept they are learning, or links
to help support their inquiry
research.
Example 2:
The use of Skype or online
conversations with an expert:
learners are able to use Skype or
online websites to have a
discussion with an expert in the
field they are learning about. It
may be a librarian helping them
with their homework or it could
be an astronaut from NASA
talking about space. It allows the
learners to make connections with
prior knowledge and build upon
new knowledge from
conversations with experts, not
just the teacher or parents.
Example 3:
Blogging blogging has allowed
learners a voice online. They use
this medium to help share their
learning and to post exciting

Teachers allowing the

students to take control and
direction of their own
learning finding the
information, creating the
knowledge and then
sharing their learning (Kop
& Hill, 2008).

events they have participated in. It

is also a way to share themselves
with the world or other classes
that they are buddied with. Our
learners also use it as a way to
provide feedback to others posts.

References:
Asia e University (unknown) Learning Theories, Cognitive Learning Theories, Chapter 5. Retrieved from;
http://peoplelearn.homestead.com/beduc/chapter_5.pdf
Barendregt, W. (2012) Pedagogical perspectives and games. Retrieved from: http://www.ixdcth.se/courses/2012/ciu240/sites/default/files/files/Pedagogical
%20perspectives.pdf
Dale, E (1969) Audiovisual Methods in Teaching. USA: New York; Dryden Press.
Education 2020 (2015) Connectivism. Retrieved from: http://education-2020.wikispaces.com/Connectivism
Greeno, J.C., and the Middle School Mathematics through Applications Projects Group. (1998) The situativity of knowing, learning and research. American
Psychologist. 53(1), 5-26
Keller, J. B., Bonk, C. J., & Khe, H. (2005). The tickit to teacher learning: Designing professional development according to Situative principles. Journal Of
Educational Computing Research, 32(4), 329-340.
Kop, R. & Hill, A. (2008) Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed
Learning. Vol 9, No 3
Learning-Theories.com (2015a) Situated learning. Retrieved from: http://www.learning-theories.com/situated-learning-theory-lave.html
Learning-Theories.com (2015b) Situation Cognition. Retrieved from: http://www.learning-theories.com/situated-cognition-brown-collins-duguid.html

Thomas Learning Organiser, Assignment 1, 2015

Learning Technologies (Unknown) Behaviourism, Cognitivism, Constructivism and Connectivism. Retrieved from:
http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism
Lindsay, B. (2015) Associationist / Empiricist perspective. [Web Log Message] Retrieved http://stream.massey.ac.nz/mod/forum/discuss.php?d=287569 17
April 2015.
Mayes, J. T., & de Freitas, S. (2004). Review of e-learning theories, frameworks and models. JISC e-learning models desk study. London, United Kingdom:
JISC.
PBworks. (Unknown) Cognitism. Retrieved from: http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism
Siemens, G (2005) Connectivism: A learning theory for the digital age. eLearnspace. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm
Thomas, R. (2015) Connectivism [Web Log Message] Retrieved from: http://stream.massey.ac.nz/mod/forum/discuss.php?d=286108
Vincini, P (2003) The nature of Situated Learning. Innovations in Learning. Feb.
Yuan, Y., & McKelvey, B. (2004) Situated Learning Theory: Adding rate and complexity effects via Kauffmans NK model. Nonlinear Dynamics, Psychology and Life
Sciences. Vol 8 No.1

Thomas Learning Organiser, Assignment 1, 2015