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Unit 6: Learning Theories

effective and varied use when required, leading to an enhanced capability for further self Notes
monitored learning. It is any relatively permanent change in behaviour that occurs as a result of
experience (Robbins, 2003). The change may be in human disposition or capability that is not
ascribable simply to processes of growth. The change often is an increased capability for some
type of performance.

6.1 Learning Theory

Learning theory may be described as a body of principles advocated by psychologists and
educators to explain how people acquire skills, knowledge, and attitudes. Various branches of
learning theory are used in formal training programs to improve and accelerate the learning
process. Key concepts such as desired learning outcomes, objectives of the training, and depth of
training also apply. When properly integrated, learning principles, derived from theories, can
be useful.
Over the years, many theories have attempted to explain how people learn. Even though
psychologists and educators are not in complete agreement, most do agree that learning may be
explained by a combination of two basic approaches: behaviorism and the cognitive theories.
Learning theories and principles can be made use of to solve the learning problems. The various
learning theories are:

6.1.1 Behaviourism Theory

Behaviourists believe that animals, including humans, learn in about the same way. Behaviourism
stresses the importance of having a particular form of behaviour reinforced by someone, other
than the trainee, to shape or control what is learnt. Frequent, positive reinforcement and rewards
accelerate learning. This theory provides the instructor with ways to manipulate students with
stimuli, induce the desired behaviour or response, and reinforce the behaviour with appropriate
rewards. In general, the behaviourist theory emphasizes positive reinforcement rather than no
reinforcement or punishment. Other features of behaviourism are considerably more complex
than this simple explanation. Instructors who need more details should refer to psychology
texts for a better understanding of behaviourism.

6.1.2 Cognitive Theory

Much of the recent psychological thinking and experimentation in education includes some
facets of the cognitive theory. This is true in basic as well as more advanced training programmes.
Unlike behaviourism, the cognitive theory focuses on what is going on inside the student’s
mind. Learning is not just a change in behaviour; it is a change in the way a student thinks,
understands, or feels.
There are several branches of cognitive theory. Two of the major theories may broadly be
classified as the information processing model and the social interaction model. The first says
that the learner’s brain has internal structures that select and process incoming material, store
and retrieve it, use it to produce behaviour, and receive and process feedback on the results.
This involves a number of cognitive processes, including executive functions of recognizing
expectancies, planning and monitoring performance, encoding and chunking information, and
producing internal and external responses.
The social interaction theories gained prominence in the 1980s. They stress that learning and
subsequent changes in behaviour take place as a result of interaction between the student and
the environment. Behaviour is modeled either by people or symbolically. Cultural influences,
peer pressure, group dynamics, and film and television are some of the significant factors. Thus,

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