Adaptable Learning Theory Framework for Technology-Enhanced Learning

Background

Behaviorism, cognitivism, and constructivism are three predominant learning theories that have guided education and instructional development (Ertmer & Newby, 2013; Johnson, 2014; Schunk, 2011). Learning through the lens of behaviorism occurs when an appropriate observable performance of a behavior occurs as a response to an associated stimulus. The desired behavior is further strengthened through reinforcement of the stimulus-response (Schunk, 2011). Interest in the mental activities associated with information acquisition, organization, storage, and retrieval emerged as a focus for educators and psychologists in the 1950s resulting in a shift to cognitivism (Ertmer & Newby, 2013) . Both behaviorism and cognitivism are based on an objective view of reality where a real word exists independent of the learner. Constructivism contends that learning occurs through interpretations of personal experiences of the real world. Knowledge is not seen as independent of the learner; instead learners “create meaning as opposed to acquiring it” (Ertmer & Newby, 2013, p. 55).