Behaviorism

Behaviorism is a worldview that assumes a learner is essentially passive,

responding to environmental stimuli. The learner starts off as a clean slate (i.e.
tabula rasa) and behavior is shaped through positive reinforcement or negative
reinforcement[2]. Both positive reinforcement and negative reinforcement
increase the probability that the antecedent behavior will happen again. In
contrast, punishment (both positive and negative) decreases the likelihood that
the antecedent behavior will happen again. Positive indicates the application of a
stimulus; Negative indicates the withholding of a stimulus. Learning is therefore
defined as a change in behavior in the learner. Lots of (early) behaviorist work
was done with animals (e.g. Pavlov’s dogs) and generalized to humans

COGNITIVISM
The cognitivist paradigm essentially argues that the “black box” of the mind
should be opened and understood. The learner is viewed as an information
processor (like a computer).
The cognitivist revolution replaced behaviorism in 1960s as the dominant
paradigm. Cognitivism focuses on the inner mental activities – opening the
“black box” of the human mind is valuable and necessary for understanding how
people learn. Mental processes such as thinking, memory, knowing, and
problem-solving need to be explored. Knowledge can be seen as schema or
symbolic mental constructions. Learning is defined as change in a learner’s
schemata[1][2].
A response to behaviorism, people are not “programmed animals” that merely
respond to environmental stimuli; people are rational beings that require active
participation in order to learn, and whose actions are a consequence of thinking.
Changes in behavior are observed, but only as an indication of what is occurring
in the learner’s head. Cognitivism uses the metaphor of the mind as computer:
information comes in, is being processed, and leads to certain outcomes.

The Transformative Learning Theory,

The Transformative Learning Theory, which was first introduced by Jack Mezirow
[1], is based on the principle that personal experience is an integral part of the
learning process. It suggests that a learner's interpretation of the experience
creates meaning, which leads to a change in the behavior, mindset, and beliefs.
When transformational learning occurs, a learner may undergo a "paradigm shift"
that directly impacts future experiences. For example, they might discover that
they have a hidden talent or that a long-held assumption is inaccurate. This
article explores the core principles, dimensions and components of the
Transformative Learning Theory, as well as how to apply it in eLearning course
design.

Principles Of The Transformative Learning Theory

There are 4 primary principles that eLearning professionals can use to ensure
that their eLearning courses provide a transformative eLearning experience:

1. There are two distinct forms of learning that an individual experiences:

 Instrumental
Involves task or problem-based learning. Online learners must identify the
cause and effect, as well as the relationship between the concepts.
 Communicative
Online learners communicate their wants, needs, and emotions.
2. In order for learning to occur, there must be a change in the learner's
perspective. The Transformative Learning Theory also states that a change in
the meaning structures must take place.

3. Online learners undergo a change in their meaning structure by reflecting on

the eLearning process, content, or underlying ideas.

4. The eLearning process may consist of refining or elaborating on meaning

schemes, discovering new schemes, transforming existing schemes, or
modifying personal perspective.

Dimensions Of The Transformative Learning Theory

According to the Transformative Learning Theory, there are 3 dimensions

involved in "perspective transformation":

1. Psychological
Learners change their perspective or understanding of themselves. Based on the
Transformative Learning Theory, for real learning to take place individuals must
be able to think autonomously. Rather than allowing society or culture dictate
what we think and feel or who we are, we should create our own meanings and
interpretations.
2. Convictional
Transformation of the belief system, such as personal values and assumptions.
Instead of going along with the status quo, learners shift their cognitions based
on their personal experience.

3. Behavioral
Learners alter their lifestyle. For example, they might change some habits based
on the information they received. The learning experience transforms their
behavior and influences their actions.

Basic Components of The Transformative Learning Theory:

There are 2 essential components to the Transformative Learning Theory that

must be present in order for learning to occur:

1. Meaning Structures
According to Mezirow [1], learners assign their own meaning to information,
based on their personal cognitions. For example, two people might have
completely different interpretations of the same information. Mezirow suggests
that there are three codes which form meaning structures:

 Sociolinguistic Codes
The effect that society has on our schemes and structures. Examples of this
are societal norms, cultural expectations, and how language is used.
 Psychological Codes
Pertains to an individual's emotional and mental state. In other words, their
thoughts and feelings directly impact their meaning structures.
 Epistemic Codes
Focuses on how knowledge is obtained, its validity, and the conditions
surrounding the learning experience. If knowledge does not come from a
reliable source, learners are less likely to attach meaning to it.
2. Critical Reflection
Mezirow states that individuals must "engage in critical reflection on their
experiences, which in turn leads to a perspective transformation." Learners are
only able to create meaning structures if they have the opportunity to reflect on
their learning experience. This process of reflection allows them to become more
self-aware and understand themselves on a deeper level. As a result, they can
understand the information more effectively and get more out of the learning
experience.
On the other hand, according to Mezirow "reflection involves a critique of
assumptions to determine whether the belief, often acquired through cultural
assimilation in childhood, remains functional for us as adults." Individuals must
be able to challenge their current assumptions and carefully examine their
validity. In some instances, they may discover that these cognitions are rooted in
societal or cultural beliefs, rather than their own personal belief system. By
critically reflecting, they have the power to critique and alter their assumptions in
order to make meaningful change.

How To Apply The Transformative Learning Theory In eLearning

To create transformative eLearning experiences you must facilitate a change in

their meaning structures. By offering online learners new problem-solving
approaches and ideas, as well as challenging their assumptions, you are
enacting a positive change in their mental schemes. The ultimate goal is to
trigger a "perspective transformation", which involves transforming an online
learner's perception of the world, themselves, or the topic. Give your online
learners time to reflect, ask thought-provoking questions, and encourage them to
analyze their beliefs in order to gauge their validity. Also, keep in mind that
transformations can often occur gradually, especially those that involve a change
in perspective.

Use this article to apply the Transformative Learning Theory in your

eLearning course design. Though some strategies may involve changes that are
more subtle, others may be on a grander scale. Whatever the case may be, it's
important to remember that even the smallest change can bring your online
learners closer to achieving their goals.

Creating a supportive and motivational eLearning environment is essential for

transformational learning? Read the article 7 Tips To Create The Perfect
eLearning Conditions to discover how to develop the ideal setting for your
eLearning course

Constructivism as a paradigm or worldview posits that learning is an active,

constructive process. The learner is an information constructor. People actively
construct or create their own subjective representations of objective reality. New
information is linked to to prior knowledge, thus mental representations are
subjective.

A reaction to didactic approaches such as behaviorism and programmed

instruction, constructivism states that learning is an active, contextualized
process of constructing knowledge rather than acquiring it. Knowledge is
constructed based on personal experiences and hypotheses of the environment.
Learners continuously test these hypotheses through social negotiation. Each
person has a different interpretation and construction of knowledge process. The
learner is not a blank slate (tabula rasa) but brings past experiences and cultural
factors to a situation[3][4].
NOTE: A common misunderstanding regarding constructivism is that instructors
should never tell students anything directly but, instead, should always allow
them to construct knowledge for themselves. This is actually confusing a theory
of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all
knowledge is constructed from the learner’s previous knowledge, regardless of
how one is taught. Thus, even listening to a lecture involves active attempts to
construct new knowledge.
Vygotsky’s social development theory is one of the foundations for
constructivism.
A reaction to didactic approaches such as behaviorism and programmed
instruction, constructivism states that learning is an active, contextualized
process of constructing knowledge rather than acquiring it. Knowledge is
constructed based on personal experiences and hypotheses of the environment.
Learners continuously test these hypotheses through social negotiation. Each
person has a different interpretation and construction of knowledge process. The
learner is not a blank slate (tabula rasa) but brings past experiences and cultural
factors to a situation[3][4].
NOTE: A common misunderstanding regarding constructivism is that instructors
should never tell students anything directly but, instead, should always allow
them to construct knowledge for themselves. This is actually confusing a theory
of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all
knowledge is constructed from the learner’s previous knowledge, regardless of
how one is taught. Thus, even listening to a lecture involves active attempts to
construct new knowledge.
Vygotsky’s social development theory is one of the foundations for
constructivism.