Ödevin Teslim ve Sınıfta Tartışma Tarihi: 8 MART 2006
A learning theory is an organized set of principles explaining how individuals learn, that is, how they acquire new abilities and/or knowledge. Learning has been studied for hundreds of years, and many theories have been proposed to explain it. These theories are generally categorized in three approaches: the behavorial appraoch, the cognitive approach, and the constructivist approach.
Instructional Technology & Learning Theories
Today, there are many exciting developments taking place in instructional technology. For one thing, we see new developments related to the applications of learning theories. Theoretical perspectives of learning and their implications for instruction were founded on the works of Edward L. Thorndike and B. F. Skinner, researchers who took a behavioral approach to learning. However, beginning in the 1960’s and 1970’s, cognitive theories of learning, such as the information perspective, began to hold sway. Today, constructivism is the focus of much research. The basic concept of this theoretical perpective is that knowledge cannot be transmitted to learners; rather, they must construct knowledge for themselves, usually within a social context. Although instructional technology remains linked in many people’s minds to its behavioral roots, it is safe to say that the great majority of instructional technologists today accept the cognitive view, and the constructivist perspective where much of the current research and development of the field is taking place. Although the application of the constructivist perspective to the practice of designing, implementing, and evaluating instruction is not always clear, there seems to be a shift today from a more teacher-centered perspective to a more learner-centered perspective.
Today, there are many exciting developments taking place in instructional technology. For one thing, we see new developments related to the applications of learning theories. Theoretical perspectives of learning and their implications for instruction were founded on the works of Edward L. Thorndike and B. F. Skinner, researchers who took a behavioral approach to learning. However, beginning in the 1960’s and 1970’s, cognitive theories of learning, such as the information perspective, began to hold sway. Today, constructivism is the focus of much research. The basic concept of this theoretical perpective is that knowledge cannot be transmitted to learners; rather, they must construct knowledge for themselves, usually within a social context. Although instructional technology remains linked in many people’s minds to its behavioral roots, it is safe to say that the great majority of instructional technologists today accept the cognitive view, and the constructivist perspective where much of the current research and development of the field is taking place. Although the application of the constructivist perspective to the practice of designing, implementing, and evaluating instruction is not always clear, there seems to be a shift today from a more teacher-centered perspective to a more learner-centered perspective.
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