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Running head: 21ST CENTURY LEARNING THEORIES 1
21st Century Learning Theories: Are They Still Relevant?
Venice McDougle
Purdue University
Professor Lisette Reyes Paulino
EDCI: 53100-007
February 27, 2016
21ST CENTURY LEARNING THEORIES 2
ABSTRACT
The current progress of the technology age impacts learning needs. Media and traditional
literacy, innovation skills, digital knowledge as well as life proficiencies help the learner to
understand the new information era. One should realize that these factors influence learning
theories; thus, instructional designers should understand these facts. Another important aspect to
consider is the application of these theoretical approaches and the teacher’s choice of various
methods that best fit their students’ needs due to the changing learning contexts. The teacher is
also able to address the ever increasing demands of the digital literacy with the theory of choice.
Consideration of technology use is an essential part of supporting the teaching process. Thus, if
one has to define the validity and application of the behaviorism, constructivism, and
cognitivism theories, it is significant to consider the fundamentals of the 21st-century skills. The
current analysis synthesizes the mentioned theoretical approaches and their relationship in
contributing to instructional design. Dr. Ertmer and Dr. Newby’s article provides important facts
regarding the ways that learning occurs and its implications for situations when the instructor
may wish to facilitate changes in the existing teaching process. While the paper will attempt to
interpret the learning process by determining the relevancy of the behavioral, constructivist, and
cognitive approaches, it will be important to synthesize these theoretical techniques by use of the
three fundamental elements: inputs, means, and results. The perspectives to improve Ertmer and
Newby’s explanation will be discussed with considerations to its relevancy in the progressive
technology age.
21ST CENTURY LEARNING THEORIES 3
INTRODUCTION
The connection between practice and theory has been discussed by many researchers.
Talking about the learning theories, it is essential to appreciate the fact that their value has been
investigated in order to verify the best strategy for the optimal instructional actions. Ertmer and
Newby (1993) identify the learning theories as the ability to provide the instructional designers
with teaching strategies and learning design principles to ensure that the entire process follows a
unique and intellectual selection. One should accept the fact that the human understanding of this
concept has changed since this investigation. Ertmer and Newby may have developed significant
ideas about the topic. However, it is important to provide some improvements and add some
concepts that the two researchers may have left unaddressed. Thus, it will be significant to come
up with a new investigation with relevant examples on the theory comparison.
Dr. Ertmer and Dr. Newby construct their work by interacting with the three learning
theories: cognitive, behaviorism, and constructivism. In this way, they identify fundamental
concepts and questions across them. Alternatively, it is important to realize that the authors’
approach is quite different since the ideas trace back to the 19th century. In order to single out the
most important facts about the relevance of the learning theories in the digital literacy or the 21st
century, there is the need to substantiate how these frameworks can fit in the current society of
innovation skills. The central question to be addressed is whether they are still relevant with the
advent of the high level of technological connectivity. The best approach to answering this
proposed question is to explore their inherent differences. The reality that Ertmer and Newby
(1993) compare the three viewpoints and illustrate the distinctions must be distinguished from
the practical applications of the techniques in the instructional foundations. The current paper
21ST CENTURY LEARNING THEORIES 4
examines these theoretical methods as well as analyzes their validity and usefulness in light of
the 21st century.
LITERATURE REVIEW
Learning Defined
Different theorists and researchers have defined learning in several ways. Thus, there is
no universal agreement or a single description of this concept. Ertmer and Newby (2013) offer
the meaning of learning as “an enduring change in behavior, or in the capacity to behave in a
given fashion, which results from practice or other forms of experience” (p. 45). The significant
feature is not the differences of these frameworks but the interpretation of the concept as well as
the fundamental issues related to the theory comparison.
Defining Learning Theory
According to Driscoll (2005), a learning theory is the collection of the constructs that
links the performance changes. This definition broadly categorizes the understanding of the
compilation of the modern learning approaches. Educational researchers have developed many
suggestions to explain how the individuals acquire, categorize, and deploy the skills and
knowledge. Therefore, to help the learners to organize the widespread literature, it is necessary to
classify these theories in different ways.
In brief, the current work addresses Ertmer and Newby’s approach to the three mentioned
learning theories. The primary reason to select these frameworks is to “translate relevant aspect
of the learning theories into optimal instructional actions” (Ertmer & Newby, 1993, p. 50). On
the other hand, a new way to understand these theoretical components is to expand their meaning
and applications. Consequently, Driscoll (2005) helps to expand on this through the use of
results, inputs, and means, performances. Driscoll defined the inputs as the components that link
21ST CENTURY LEARNING THEORIES 5
the complete method of learning. The means refers the extent to which the learner changes.
Finally, results entail the transformation in the learner’s perspective or performances. Therefore,
paying attention to these elements will help one to compare the critical features of the
behaviorism, cognitivism, and constructivism from an instructional designer’s assessment.
Behaviorism
Psychologists in the late nineteenth century accepted the need for a science of
consciousness and coined the concept of the behavioral learning theory. Therefore, the
publication of behaviorism concept helped the instructors to discern the relationship between the
environment and the students (Weegar & Pacis, 2012). Currently, the concept refers to the
stimuli and the unique responses and how humans react to a particular experience. In a more
condensed way, Weegar and Pacis (2012) state that behaviorism is the basis for the theoretical
forecast, reason, and testing. Thus, the researchers can control and measure the relevant
variables of the human cognition or thought. Thus, Behaviorism views the human mind as a
“black box”, thus it’s interested in stimulus and response only.
Inputs
Inputs in the behaviorism theory are essentially the knowledge of the personal responses
to the environmental stimuli. In this case, the student is exposed to the learning process. There is
the direct relationship between the input and output. However, the behaviorists assume that the
internal process of mind acquisition depend on the external factors in which the entire process
consists of the stimuli and the feedback.
Means
In behaviorism, the instructional procedure is the ability to learn and adapt to the
changing nature of the situations. One should realize that gaining knowledge is inevitable and is
21ST CENTURY LEARNING THEORIES 6
manifested by the variation in the individual’s behavior. There is the likelihood that the
instructional strategies are repeated. Behaviorists argue that the process should continue until the
behavioral pattern becomes automatic. The role of the learner is to receive the information until
there is a permanent transformation. Moreover, the critical teaching strategy in this process is to
emphasize a complete change or approach order to ensure proper associations (Ertmer & Newby,
1993, p. 51). Experience is the most important source of knowledge and is acquired by
associating engagement with learning environments.
Results
Ertmer and Newby state that the desired action should be to elicit the preferred learner’s
reaction (1993). Still, Ertmer and Newby affirm that “Behaviorism equates learning with changes
in either the form or frequency of observable performance” (2013, p.43). Eventually, the
interaction between the teachers and the student is ensured when there is a well-demonstrated
response. Thus, the fundamental element is the association between the stimulus and response
(Ertmer & Newby, 2013). Although the initial reaction may not be accepted in a proper manner,
the repeated reinforcement shapes the person until there are measurable outcomes. Therefore, the
adopted instructional strategies should meet the agenda according to the set standards.
Constructivism
Constructivists view learning as the search for meaning and acknowledge the differences
in the student’s developmental stages. Those who support theoretical framework assert that one
attains knowledge through active participation, observation, or experimentation (Remmel, 2008;
Weegar & Pacis, 2012). The two major elements are the ages and stages and are essential in
helping the children to understand concepts differently (Remmel, 2008). In this case, a person
21ST CENTURY LEARNING THEORIES 7
might not use the information automatically due to prior personal experiences in order to create
the mental images.
Inputs
Learning activities in the constructivism atmosphere involves active engagement,
problem-solving, inquiry, and collaboration between the parties. The teacher’s role is to dispense
knowledge by acting as the guide and facilitator in order to encourage the learner to formulate
one’s own idea and conclusions.
Means
The students actively construct their personal skills and knowledge based on experiences.
The process involves the attempt to foster the meaning by understanding the measures to
accomplish the tasks. Siemens states that the challenge to the learner is to discern the hidden
patterns (2014). Other important activities are the formation of connections and the meaning-
making. For these reasons, one creates meaning but does not acquire them. Furthermore, the
students build their personal description of the phenomena founded on their interactions and
awareness.
Results
The environment and the students are critical interaction factors that help to advance
knowledge. The skills learned are anchored in the meaningful contexts (Ertmer & Newby, 1993).
In this way, the student manipulates the information by presenting it in a different and arranged
conceptual perspective. What is more interesting, the learner goes beyond the presented
information and develops a significant pattern of identifying the alternative measures to solve the
problem.
21ST CENTURY LEARNING THEORIES 8
Theory of Cognitivism
Cognitive information processing or cognitivism is the ability of the thought to develop a
behavior. Ertmer and Newby (1993) argue that cognitive theories highlight the idea of helping
the learners make meaningful knowledge and relating it to the existing information. The
assumption behind this concept is that the students process the received information rather that
responds to what is taught. Not only is the transformation in the behavior observed, but also what
goes on in the student’s mind. Conversely, the humans’ memory is understood as the mirror that
reflects new knowledge as well as skills.
Inputs
Cognitivists believe that the instructional strategy involves internal processing of the
presented information. Accordingly, the reactions of the humans’ mind play the crucial role in
the cognitive approach. Thus, this is the practice of the mental process and not the observable
behavior. Cognitivism theoretical structure mainly involves the transfer of the information and
how the memory should use it to trigger the responses.
Means
Ertmer and Newby (1993) affirm that the aspect of familiarity itself is stored in the
memory and used as well. However, the learner needs to identify the circumstances under which
he will activate the specific instructions.
Results
Following the application of the instructional strategies, the information is processed in
the learner’s working memory. The student’s concentration is raised, and the person is able to
interact with the difficult material. Ertmer & Newby (1993) offer little in demonstrating how the
learner demonstrates changes in the performance behavior.
21ST CENTURY LEARNING THEORIES 9
ANALYSIS
Are these effective learning theories?
In order to verify the validity of the learning styles, it is important to identify their
broadening inputs. Driscoll (2005) is strong-minded that a new theory should be the one that
helps to interpret the existing findings. Therefore, a concept must provide valuable insights into
the learning style to create a general acceptance inclined to the instructional situation (Cassidy,
2004). This means that the environment created should have an impact on the learning
performances. Meanwhile, it is essential to distinguish that the researchers have different
viewpoints and try to illustrate the differences in the application of the behavioral, constructivist,
and cognitive theories in the instructional situations (Ertmer & Newby, 1993).
Ertmer and Newby (1993), made an effort to familiarize the instructional designers with
the relevant positions on teaching. Hence, they provide the foundations for the planning as well
as designing the activities. The strategy must generate meaning and the participation structures to
facilitate a great understanding of knowledge building within the teaching atmosphere (Gulati,
2008). As regards to this, it is vital to integrate organized practices and associations that uphold a
focused collaboration.
Based on the connectivity of the human brain to make sense of the instructional actions, it
is indeed possible to substantiate the particular inputs of the theories. Gulati (2008) argues that
constructivism is an interruption. Therefore, the nature of the constructivistic behavior is
building the foundation for the effective instructional strategies. In this focus, the central
attention is to formulate the cognitive tools that replicate the cultures in which they are applied.
As a matter of fact, Ertmer and Newby (1993) idea is a step further that recognizes the new
meaning in the processing of information. How will the society crave the technological
21ST CENTURY LEARNING THEORIES 10
determinism of the education and promote a mutual productive union between technological
influences on the culture as well as contemporary educational practices or theories?
Equally important, the different approaches are appropriate and applicable. One needs to
distinguish that creating a successful learning style depends on the importance of the design
employed. Behaviorism approaches are effective in the technical instructions. The student can
benefit from these strategies and build their professional development. Therefore, it is suitable to
consider that the ways various styles are used contribute to the significant instructional process.
The proponents of the cognitivism approach argue that the instructional process involves
attaining of new insights through reorganization of the experiences (Remmel, 2008; Duffy &
Jonassen, 2013; Ertmer & Newby, 2013). In this way, the apparent changes in the current level
of knowledge incorporate the transformation of the mind.
How do instructional designers benefit from these viewpoints?
As a matter of fact, it is easy to categorize fundamental concepts of the behaviorism,
constructivism, and cognitivism theories. Instructional designers should acknowledge the
differences in the theoretical frameworks as the foundation for the educational styles. The
mentioned theories provide a firm arrangement of the teaching practices in the 21st century. Still,
the designer can develop those associations that tie together information and its applications in
order to help the students interact with the new environment. Do we need a society full of the
channels that must see its members educated about personal initiative and adaptability in the
digital age? On the contrary, the learning styles could be disadvantageous due to several
objections. The instructional designers attempting to influence the learning opportunities might
focus on one theory This means that some of the students will be disadvantaged. The working of
the mind requires the interaction between various perception modules. The teacher should realize
21ST CENTURY LEARNING THEORIES 11
that emphasizing on a particular approach might reduce student’s ability to absorb the content.
Furthermore, prioritizing one method would create a mismatch between the educator’s and the
learner’s performances. Paying more attention to some exclusive procedure may limit the
individual’s educational performance. Notwithstanding, there is a limited opportunity to identify
and develop the weak points of the student since the designer may miss out the potential of
helping those learners with the low ability to understand the presented information.
Are the theoretical learning concepts still applicable to the current times?
The theoretical learning concepts are still vital in the 21st century. Ertmer and Newby’s
article confirm the significance of the learning situation by stating that “Learning theories
present a foundation for instructional designers to utilize methods of instruction, enable learning
and from an established plan to select best practice” (Ertmer & Newby, 2013, p. 50). In other
words, the three categories promote the level of learner’s knowledge, thought processing
demands as well as the desired outcome. The digital literacy age integrates the generation of
further new ideas and, therefore, a significant base for the students to construct their own
knowledge. Finally, the strength of the instructional design cannot be denied. The content is well
presented through the use of the different theories. It is true that the learner can understand
various situations and apply the existing knowledge to discern enhanced interpretations.
Nowadays, the presence of the improved frameworks is relevant in this innovation skills era.
Consequently, the behaviorism, constructivism, and cognitivism theoretical strategies provide
considerable thoughts regarding the human learning.
21ST CENTURY LEARNING THEORIES 12
References
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational
psychology, 24(4), 419-444.
Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Allyn
and bacon.
Duffy, T. M., & Jonassen, D. H. (Eds.). (2013). Constructivism and the technology of
instruction: A conversation. Routledge.
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, and constructivism: Comparing
critical features from an instructional design perspective. Performance improvement
quarterly, 6(4), 50-72.
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.
Remmel, E. (2008). Constructing cognition. American Scientist, 96(1), 80-81.
Siemens, G. (2014). Connectivism: A learning theory for the digital age. Retrieved from
http://er.dut.ac.za/bitstream/handle/123456789/69/Siemens_2005_Connectivism_A_learn
ing_theory_for_the_digital_age.pdf?sequence=1
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. E-Leader Manila.