UNIT 2
2.2 Educational Theories

EDUCATIONAL THEORIES/PRACTICES

"You cannot teach a man anything; you can only help him find it within himself." - Galileo

The art of teaching is to blend an effective mix of challenge and safety, so that the students continue to discover the possibilities that exist within themselves. Often, the potential is limited only by one's attitude, and with the help of an astute instructor the student's potential can be fulfilled. These concepts are easy to write about, but in reality researchers continue to look for optimum teaching and learning methods and environments. One common thread in the research by Alexander & Murhpy (1994), Brophy (1992), Bruning, Schraw, & Roonning (1995), Derry (1992), Marshall (1992) shows that the most effective learning occurs when students are actively engaged in the process. (Eggen 1999)

Educational theories are based on the premise that if tasks are too easy then instruction is unnecessary; if too hard then student frustration occurs.(Eggen 1999) Remember to assign content into manageable components, model skills whenever possible, provide practice and evaluate with authentic assessment, especially with adult learners. Current research is looking at the ways people learn and how teachers can facilitate the process.

Educational Theories/Practices

Behaviorist Perspective

B. F. Skinner, a psychologist at Harvard University, was at the forefront of the behaviorist movement in the 1950's. This theory's basis is that learning occurs and is evidenced with changes in behavior. The emphasis of this research was on the learner's response to stimuli in learning new skills. Skinner's theories were known as reinforcement theory which used rewards. His system leads the learner through a programmed series of instructional steps. (Heinich 1999)

Cognitivist Perspective

Unlike the behaviorists who rely solely on observable behaviors to measure learning, the cognitivist view goes further by creating models of how information is received, processed and manipulated by the learners. Jean Piaget, a Swiss psychologist, advanced learning theory and instructional design. He describes mental processes used by people as they respond to their environment.

Constructivist Perspective

Constructivism is a learning theory that emphasizes the active role of the learner in linking new knowledge with previous learning and utilizing application of knowledge to real-world situations. This theory emphasizes that teachers use a variety of teaching methods, not solely the lecture format. Educators focus on formulating lessons that engage inquiry, problem solving and decision making in authentic settings. Constructiveists believe that learning should be guided rather than "delivered", that learners should have interactive activities, that discussion and dialogue are integral parts of the learning process. In other words students construct their own understanding.

The work of Vygotsky - (1896-1934) is worth exploring. Vygotsky, a Russian psychologist, believed that language and social interactions were powerful motivators for learning. As a boy, he had private tutors who used the Socratic method. This method of study and questioning combined with a background rich with literature influenced Vygotsky's research into looking at interactive learning models. (Eggen, 1999)

Vygotsky would most likely be very happy with the "threaded discussion" area of our classes, since he believed in the importance of language in learning and the "active" peer interaction and expert instruction that can occur. It is an area that can stimulate "metacognition" (reflecting on one's own thinking). Vygotsky believes that language is a tool for cultural transmission and communication. This should prove to be the case as society today has the ability to easily share thoughts and solve problems with fellow students, that may or may not be from our country or culture.

Vygotsky's term, the "Zone of Proximal Development" is the range of tasks that one cannot yet do alone, but can accomplish with help. When applying this theory to teaching, three tasks are required 1) assessing learners ability, 2) selecting learning activities, and 3) providing instructional support. The theory for the zone of proximal development is important in the college and online class because the student's intellectual ability, background knowledge, and motivation influence the outcomes. An understanding of this theory in the online college class is important, because of the diversity and prior knowledge of adult learners.

An educational term "scaffolding" is assistance that allows students to complete tasks they can not complete independently. (Eggen, 1999) It is a metaphor for the scaffolding used in construction which facilitates the completion of the task. When no longer needed it is removed. When learners need more help, the instructor is ready to facilitate, but usually allows students to progress independently because most learning occurs when the learner is actively engaged in the activity.

Social-Psychological Perspective

This theory emphasizes the effects of the social organization on learning where cooperation rather than competition is fostered. Robert Slavin is leading research into collaborative learning techniques. He is evaluating small-group dynamics, learner-controlled instruction and group achievement. An interesting link is: Technology Tools for Today's Campus