Behaviorism

2011 ◽  
pp. 127-147
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Black Box ◽  
Chain Model ◽  
Thought Processes ◽  
Immediate Feedback ◽  
Specific Stimulus ◽  
Stimulus Response ◽  
Computer Based Learning ◽  
Computer Based ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis. The design principles introduced by the behavior theorists continue to guide the development of today’s computer-based learning. In distance education courseware and instructional software, key behavior-modification principles are used. For example, a typical course Web site usually states the objectives of the software; uses text, visual, or audio to apply appropriate reinforcers; provides repetition and immediate feedback; uses principles to shape, chain, model, punish, and award the learners; incorporates a scoring system as a part of the system; and provides status of the progress of the learner.

Behaviorism and Developments in Instructional Design and Technology

2011 ◽  
pp. 153-172 ◽  
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Mathematical Analysis ◽  
Black Box ◽  
Design And Technology ◽  
Thought Processes ◽  
Specific Stimulus ◽  
Learning To Read ◽  
Stimulus Response ◽  
Observable Change ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately, has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis.

Behaviorism and Developments in Instructional Design and Technology

2011 ◽  
pp. 1259-1281
Author(s):  
Irene Chen
Keyword(s):  
Instructional Design ◽  
Mathematical Analysis ◽  
Black Box ◽  
Design And Technology ◽  
Thought Processes ◽  
Specific Stimulus ◽  
Learning To Read ◽  
Stimulus Response ◽  
Observable Change ◽  
The Mind

The theory of behaviorism concentrates on the study of overt behaviors that can be observed and measured (Good & Brophy, 1990). In general, the behavior theorists view the mind as a “black box” in the sense that response to stimulus can be observed quantitatively, ignoring the possibility of thought processes occurring in the mind. Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R (stimulus-response) cycle, the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. The behavioral emphasis on breaking down complex tasks, such as learning to read, into subskills that are taught separately, has a powerful influence on instructional design. Behaviors can be modified, and learning is measured by observable change in behavior. The behavior theorists emphasize the need of objectivity, which leads to great accentuation of statistical and mathematical analysis.

Beyond Localization

2011 ◽  
pp. 255-266
Author(s):  
Patrick Dunn ◽  
Alessandra Marinetti
Keyword(s):  
Culturally Diverse ◽  
Learning Technologies ◽  
Cultural Dimensions ◽  
Instructional Systems ◽  
Computer Based Learning ◽  
Cultural Boundaries ◽  
Wide Range ◽  
E Learning ◽  
Computer Based ◽  
The Mind

Instructional systems are products of the cultures in which they are developed. Culture, which we define here as “the collective programming of the mind which distinguishes the members of one group or category of people from another” (Hofstede, 2001), has a pervasive influence on instructional systems, regardless of whether these systems involve self-paced e-learning, synchronous or asynchronous computer-based learning activities, or online communities of learners. The issue of culture’s impact on instructional systems becomes most relevant and challenging where such systems are transferred across cultural boundaries or developed for multiple cultures. This is currently happening in many large, globally-dispersed organizations that use e-learning technologies to support the learning of their staff around the world. Theories of learning and of cultural dimensions suggest that the effectiveness of certain types of learning systems will be affected where they are used in culturally-diverse environments. The aim of this chapter is to highlight the issues that designers of a wide range of e-learning experiences face when designing e-learning for culturally-diverse learner groups. We provide some models to support learning practitioners, focusing in particular on the importance of a conscious, culturally-informed selection of instructional strategies as the most critical part of the design and development process.

Cognitive Approaches to Understanding the Challenge of Computer-Based Learning

2011 ◽  
pp. 240-244
Author(s):  
Jocelyn M. Wishart
Keyword(s):  
Computer Software ◽  
Information And Communications Technology ◽  
Ratio Schedule ◽  
Variable Ratio ◽  
Communications Technology ◽  
Immediate Feedback ◽  
Schedule Of Reinforcement ◽  
Computer Based Learning ◽  
Sound Effects ◽  
Computer Based

Increased motivation amongst pupils has been readily observed in schools when they are allowed to use computers and other forms of information and communications technology (ICT) (Cox, 1997; Denning, 1997; Wishart & Blease, 1999). In fact, Denning reports almost universal enthusiasm amongst students for the use of ICT to support their work in schools. Many psychologists (Light, 1997; Loftus & Loftus, 1983) have used behaviourist theories originating from the work of Thorndike (1898) to describe positive extrinsic reinforcements generated by or associated with the computer software. For instance, children find the use of a computer rewarding; they get nearly immediate feedback from the programs on their efforts, which often include entertaining sound effects, graphics, and animations. Therefore, they are more likely to take up opportunities to use ICT in and outside of lessons. What is more, as described by Loftus and Loftus, these rewards arrive in the variable-ratio schedule of reinforcement, which Skinner (1938) believes is the most compelling.

Process versus Product: A Perspective on Tools for Communal and Informal Electronic Learning

1985 ◽  
Vol 1 (2) ◽  
pp. 179-201 ◽  
Author(s):  
John Seely Brown
Keyword(s):  
Learning Environments ◽  
Metacognitive Skills ◽  
Thought Processes ◽  
Electronic Learning ◽  
Underlying Process ◽  
Computer Based Learning ◽  
Computer Based ◽  
The Creation ◽  
Creative Effort ◽  
Computer Based Learning Environments

This article explores new paradigms for the use of computers in learning. Two concepts crucial to the development of qualitatively new kinds of computer-based learning environments are identified: the importance of focusing on the underlying process rather than just the product of a creative effort; and the importance of the computer's ability to record, represent and communicate that underlying process. We discuss the cognitive, pedagogical, and sociological issues relevant to the creation of learning environments in five domains, along with examples of specific possibilities in each: 1) Empowering environments. How can we design computer-based tools that both promote creativity and aid the development of artistic discipline? 2) Games. How can the motivational aspects of arcade-style games be transferred to more fertile learning environments? 3) Communication. How can we break away from the fundamentally linear structuring of ideas necessary in print-based communication and create tools to aid the representation and comprehension of nonlinear ideas and arguments? 4) Writing. How can we create tools to help authors move from the chaos of pre-articulate ideas to the order of a polished document? 5) Education. How can we create a computer-based system that “mirrors” students' thought processes, helping them to reflect on those processes and thereby to improve their metacognitive skills?

Beyond Localization

2011 ◽  
pp. 155-164 ◽  
Author(s):  
Patrick Dunn
Keyword(s):  
Culturally Diverse ◽  
Learning Technologies ◽  
Cultural Dimensions ◽  
Instructional Systems ◽  
Computer Based Learning ◽  
Cultural Boundaries ◽  
Wide Range ◽  
E Learning ◽  
Computer Based ◽  
The Mind

Instructional systems are products of the cultures in which they are developed. Culture, which we define here as “the collective programming of the mind which distinguishes the members of one group or category of people from another" (Hofstede, 2001), has a pervasive influence on instructional systems, regardless of whether these systems involve self-paced e-learning, synchronous or asynchronous computer-based learning activities, or online communities of learners. The issue of culture’s impact on instructional systems becomes most relevant and challenging where such systems are transferred across cultural boundaries, or developed for multiple cultures. This is currently happening in many large, globally dispersed organizations that use e-learning technologies to support the learning of their staff around the world. Theories of learning and of cultural dimensions suggest that the effectiveness of certain types of learning systems will be affected where they are used in culturally diverse environments. The aim of this paper is to highlight the issues that designers of a wide range of e-learning experiences face when designing e-learning for culturally diverse learner groups. We provide some models to support learning practitioners, focusing in particular on the importance of a conscious, culturally-informed selection of instructional strategies as the most critical part of the design and development process.

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