Behaviorist theory was introduced in the early 20th century by psychologist J.B. Watson, who expanded on Ivan Pavlov’s classical conditioning, or stimulus-response reaction. Watson proposed that psychology be based on objective, observable behavior instead of subjective thoughts or consciousness, and that experience and environment mold an individual, not inherent traits or motivations.

In the 1960s and 1970s, psychologist B.F. Skinner popularized Behaviorism and was considered the father of Operant Conditioning, a concept which maintains that learning occurs through rewards and punishments for behavior when an association is made between behavior and consequence. Skinner introduced the concept of Reinforcement, or the idea that behavior which is reinforced tends to be repeated and strengthened; behavior which is not reinforced tends to be weakened.

Behaviorist theory maintains that humans are no different from Pavlov’s dogs. Actions are a response to either pleasurable stimuli which produce positive consequences, or to unenjoyable stimuli which result in negative consequences.

As a learning theory, behaviorism is based on the premise that learners are passive receivers of information. Learning takes place when a desired behavior is achieved by providing the appropriate stimulation. Positive reinforcement is used to promote a desired behavior or response with the goal of repetition of the behavior through rewards. Negative consequences are used to decrease the likelihood of repeating an undesired behavior or response through “punishment.”

Behaviorism assumes that knowledge is objective and does not change. Objectivism is the key in determining if behaviorism is the appropriate method to apply in a learning scenario. As a teaching method, behaviorism is successful when used in a learning scenario that requires only one right answer as the outcome, such as basic facts, numbers or rote information through repetition, memorization, and question and answer. Grading and praise can be used as motivators that result in operant conditioning. Teaching methods other than behaviorism are more compatible with learning scenarios that require complex, analytical skills.

Learning scenario: Behaviorism
A software consulting firm has developed a series of three asynchronous training courses for employees to demonstrate their ability to create a SQL database for future clients. Each course must be completed in two weeks with a passing grade of B or above. Successful completion of the series would make the employees eligible for a promotion with a 10% pay increase.

Course 1: SQL Basics

Course 2: Applying Methods to a Relational Database

​Course 3: Building a Client Database System

​Each course is comprised of increasingly difficult skill sets to master based on the learning principles that differ from each course and builds upon the previous.

​Course 1 is based on Behaviorism as the learning method. Each exercise requires only one right answer as the outcome such as basic database components, SQL code, and other rote information through memorization, repetition, drill tasks and question and answer. This course is considered the platform that supports the next two. Learning is based on a behaviorist approach and is reinforced through memorization, repetition, drill tasks and question and answer. Feedback and response measurement are also incorporated into each course segment for self-evaluation. The following two courses build on the skill set learned in the preceding course and require more complex, analytical skills.

​Course 1 Stimulus:
Memorization, repetition, drill tasks, and question and answer.

Response:

Feedback and self-measurement of each skill set.

Positive and Negative Reinforcement
Positive and negative reinforcement both come from feedback and self-measurement within each course. They provide the opportunity to self-correct and reinforce the knowledge and skills that are learned.

Pros:

Learner links a specific stimulus to a specific response
Learner associates specific procedures with predetermined steps to follow
Learner controls the pace of learning
 

Cons:
Learners are directed to preestablished outcomes

Knowledge is objective; limitations of learning beyond one specific answer or approach

​References

Arshavskiy, Marina. n.d. 4 Ways to Apply Behaviorism Principles to Your ELearning Materials.

https://yourelearningworld.com/how-to-apply-behaviorism-principles-to-elearning
Keramida, Marisa (M.Ed.). (2015). Behaviorism In Instructional Design For eLearning: When And How to Use It.
https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Pappas, Christopher. (2015). 6 Tips for Creating Engaging Asynchronous Online Training Courses.
https://elearningindustry.com/6-tips-for-creating-engaging-asynchronous-online-training-courses