Learning Theories

An Infrature^® White Paper

ABSTRACT

Training professionals have a multitude of strategies from which to choose when selecting training for their learners. The broad range from which to select includes instructor-led, computer based, blended approaches, training delivery based on behavioral learning theories, cognitive learning theories and inquiry based, just to name of few. This paper presents information on the leading theories and methodologies.

LEARNING THEORIES

There are a number of recognized learning theories, the two most prominent being behavioral and cognitive. In behavioral learning theory, the emphasis is on objectively observable behaviors. Focus is not placed on the mental activities of the learner but, rather, on stimulus-response, and using positive and/or negative reinforcement to obtain a desired behavior. By contrast, in cognitive learning theory, the emphasis is on mental activities. The focus is on getting the learner to recognize patterns between new information, and that which is already known, and using those patterns to anchor new information. Material is often presented in a way that simulates how the information will be applied in the real world. A variety of memory techniques are often used to help assimilate and accommodate the new information.¹

While it may appear that these learning theories are in opposition, as one reviews the key points of each, it becomes apparent that entirely different aspects of the learning process are being addressed. Behaviorists have paid careful attention to the mechanics of presenting new material, while Cognitivists focus on the actual content (organization of information, creating patterns for recognition). Simply restated, behaviorists focus on stimulus-response, while “cognitive learning theories examine the thought processes that occur between the stimulus and the response” (Rieber, 1994, p. 97). While Cognitivists have done well in exploring the impact of "content" on the learning process, the behaviorists have done well to focus on optimal delivery mechanisms.

INSTRUCTOR-LED DELIVERY

For the majority of the lifetime of organized learning, instructor-led training has been the predominant mode of teaching. The ideal teaching or training situation is when a learner can work one on one with the instructor, who can provide tutoring, focusing on the areas where each individual learner is weak, and having him/her practice in those areas until he/she becomes proficient. As the ratio of learners to instructor increases, the ability to provide training that focuses on individual needs declines appreciably. This situation is further exasperated by the typically large gap of knowledge between the least proficient and the most proficient members of the group. Studies have shown that there is approximately a 5% retention rate of information presented in a general lecture format.²

COMPUTER-BASED DELIVERY

Recently, computer-based training has gone through a number of cycles with respect to its popularity and apparent efficacy. E-learning offers many well documented advantages over instructor-led training, for example, employees can minimize the amount of time lost from the job. In fact, according to the report “Return on Investment and Multimedia Training”, “The actual time required for training by computer averages about 50% that of instructor-led training”³ Scheduling conflicts and traveling expenses are greatly reduced, along with other costs associated with instructor-led training. The challenge has been to develop computer based training that is engaging for the learner, intuitive to use and is effective at training a diverse learner pool with varied computer skills, reading abilities and knowledge base.

Most of the early and even recent attempts at delivering computer-based training have been designed around presenting several pages of content through which the learner could browse, followed perhaps by a couple of questions that addressed that content. This resulted in a tedious process for the learner, and an ineffective way to absorb the material. These “Page Turners” gave rise to “splash and flash”, where the content was more animated and the technology more sophisticated. Aside from bandwidth challenges, and although the initial impact of the “splash” was that it seemed to be more engaging, the reality was that after the first few pages, the process remained tedious and the transfer of information was poor. The experience was not too dissimilar from a “lecture style” experience, except that slide presentation was viewed by a single participant at a time, and the benefit of having an opportunity to interact with the instructor was removed.

PRECISION TEACHING

It was behavioral theory that gave rise to the development of Precision Teaching, pioneered by Ogden Lindsley in the 1970s. Precision Teaching demonstrated that accuracy alone is not sufficient to ensure successful progress through a curriculum. Learners that can respond accurately to questions on a particular subject are merely demonstrating that they can recall the material “today”, not that they will be able to retain the information into the future. Behavioral psychology also showed that repetition is required for efficient learning. When repetition is coupled with a timing component, then the retention of information is improved dramatically. Bucklin, et. al., demonstrated that retention improved from 14% to 83% when a group of subjects were tested 16 weeks after the training was administered.⁴

Figure 1: Half of the learners were trained to accuracy. The other half was trained to fluency. Striped bar shows retention of accuracy group after 16 weeks. Dotted bar shows the retention of the fluency group.

In part, the success of Precision Teaching can be attributed to the fact that it forces the learner to remain focused on the material. In addition, Precision Teaching requires the training to continue until the learner becomes fluent (can respond to questions accurately and without hesitation.) As learners progress through training, Precision Teaching enables them to monitor their own progress through the use of graphs. These graphs have been shown to be very effective at providing positive reinforcement.

EXTRACTING THE KEY ELEMENTS

Below we have extracted all of the key elements from the plethora of methodologies and delivery systems. The list is as follows:

1. New information should be presented in organized units, and in such a manner as to anchor it to information that is already known, thus facilitating the learner’s ability to assimilate the new material.
2. Learners should be provided an opportunity to practice using the new information until they are able to respond to questions regarding the new material without hesitation.
3. Each correct and rapid response that the learners provide should be positively reinforced, and the learners should be able to monitor their progress on a performance chart.
4. Learners should get immediate feedback on each incorrect response that they provide, with an explanation of why it was wrong, and a discussion of what constitutes a correct answer.
5. Training should be compelling, such that the learner would remain totally engaged during the training process.
6. The delivery should allow for self-pacing and the ability for learning to be accessed at the learner’s discretion from wherever it is convenient for the learner.
7. The learner should be comfortable and undistracted.

To see how Infrature, a unique training delivery system, addresses the key elements of learning please refer to Learning the Infrature Way – An Infrature White Paper on www.infrature.com.