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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.


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


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


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


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


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.


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.


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


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


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.


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.

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