Curriculum design, combined with learning theory, defines how individuals learn and how instruction should be conducted to optimize the knowledge acquisition. There are two major learning theories that have influenced most modern teaching practices: behavioral learning theory and cognitive learning theory. With the development of learning environment and the focus of learning, several new theories have been established. Some are critical to the e-learning instruction and curriculum design.
Behavioral Learning Theory
Behavioral learning theory developed largely from Skinner’s model (1968) that learning is measured as change in an individual’s behavior. Behavioral learning theory focuses on modifying the learner’s behavior and provides instruction that involves a presentation of information, a question to seek a response from the learner, feedback to the learner’s response, and either positive reinforcement for a correct answer or a repeat of the cycle to learn correctly. A sequence of instructions is designed to assist learner to acquire more complex skill through broken down component skills. Mastery of the smaller units is a prerequisite for the larger units, and these gradual steps foster student success (Gagne & Briggs, 1979).
The behavioral learning model is best seen in objectivist methodology such as in direct lecture, where the objective is to have the student acquire and repeat factual information. According to the objectivist view, objects have intrinsic meaning, and knowledge is mirroring the reality. Jonassen (1991) defines objectivism, as that knowledge is stable because the essential attributes of objects are knowable and relatively unchanging. The fundamental metaphysical assumption of objectivism is that the world is real, it is structured, and structure can be modeled for the learner. It assumes that individual can acquire the understanding of the objects, and this understanding can be accomplished when rational structures or systematic rules are used to draw conclusions (Winograd & Flores, 1986). Since lecture is the main objectivist methodology, teacher acts as a “Sage on the Stage” rather than a mentor or a coach, teacher passes on knowledge to students in class and interacts with students to clarify misunderstanding so that true knowledge transfer can be completed (Jonassen, Davidson, Collins, Campbell, & Haag, 1995; Leidner & Jarvenpaa, 1995).