Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Issue 2 (23rd August 2013)

• Record Type: Journal Article
• Authors: Ertmer, Peggy A.; Newby, Timothy J.; Medsker, Karen L.
• Is Part Of: Performance improvement quarterly. Volume 26:Issue 2(2013)
• Page Start: 43
• Page End: 71
• Publication Date: 2013-08-23
• Subjects: Performance technology -- Periodicals; Performance -- Periodicals; Organizational effectiveness -- Periodicals; Employees -- Training of -- Periodicals; Educational technology -- Periodicals; 658.401305
• DOI: 10.1002/piq.21143
• Languages: English
• ISSNs: 0898-5952

Abstract

<abstract abstract-type="main" xml:lang="en"> <title>Abstract</title> <p>The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations.</p> </abstract>