Cognitivism

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Cognitivism theory focuses on the processes of the mind as learning takes place. The theory maintains that learning is the reorganization of internal knowledge structures, or schema, of already-developed beliefs. Learners acquire new information which is altered to produce original thought processes of the mind such as attention, memory, and problem solving. Cognitivists acknowledge the influence of reinforcement and observation in behaviorism and the importance of individual knowledge-building and connections from constructivism but maintain that learning is more than an output or observable behavior. Cognitivism as applied to internet multimedia learning, are connected through technology and online networks.

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Cognitivist John Sweller developed the Cognitive Load Theory that adapts instruction to the learner's mental process. Working memory is limited and can become overloaded which reduces the amount of information retained in long-term memory. Multimedia instruction should be designed around the chunking of information. Content should be presented as components or elements that are large enough for meaning and application but small enough to focus on concepts without too much detail to overwhelm the learner. Sweller refers to this as Extraneous Load; by reducing extraneous information and redundancy, retention can increase.

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Similar to Sweller’s cognitive load theory, cognitivist Richard Mayer agrees that the way information is presented can reduce cognitive load and increase learning but sees internal visual and audio channels as built-in difficulties for learning that cannot be controlled. Mayer calls this Intrinsic Load Theory. Mayer presents five load-reducing principles that are developed for multimedia presentations but can also be applied to print materials. These are: Coherence; Signaling; Redundancy; Spatial Contiguity; Temporal Contiguity; and Cognitive Load Theory.

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Connectivism​

 

Connectivism is not a learning theory, it is a theory that says knowledge is structured like a network. Learning is the means of building a network, however, how building happens or what makes it more or less likely to occur is not addressed. Connectivism maintains that learning is connected through the Internet and multimedia technologies. Connectivism is used in both Sweller’s and Mayer’s theories. Connectivism applies to cognitivism in utilizing internet multimedia learning that is connected through technology and online networks.

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Social Cognitive Theory

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Like constructivism, Social Cognitivism focuses on how social connections and collaboration impact learning. Albert Bandura developed social cognitivism theory and the concept of Self-Efficacy, a bridge between learning theory and theories of behavioral change used in behaviorist psychology. Like behaviorism, Bandura maintains that learning is derived from observable behavior and imitation, or agency. As in constructivist theory, the learner is an active participant in her own learning. Bandura sees self-efficacy as a learner’s belief in her own capability as a precondition to learning. The learner has a sense of mastery in the learning process and is actively monitoring and adjusting behavior based on outcomes.

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Constructivist Learning Theory

 

Jerome Bruner, the well-known constructivist who influenced cognitive learning used the term scaffolding in his writings and described it as the assistance provided by others to help a child develop skills. Bruner believed that the ability to absorb, process, and respond to information was important for children in learning to create, invent, and make predictions.  

References

 

David L, "Cognitive Theory of Multimedia Learning (Mayer)," in Learning Theories, March 5, 2020,

https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html

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David L, "Social Learning Theory (Bandura)," in Learning Theories, February 7, 2019

https://www.learning-theories.com/social-learning-theory-bandura.html

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David L, "E-Learning Theory (Mayer, Sweller, Moreno)," in Learning Theories, December 15, 2015,

https://www.learning-theories.com/e-learning-theory-mayer-sweller-moreno.html

 

European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of

Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org

 

Kop, Rita & Adrian Hill, (2008, October). Connectivism: Learning theory of the future or vestige of

the past? International Review of Research in Open and Distance Learning, 9(3). http://www.irrodl.org/index.php/irrodl/article/view/9.3.4/1103

 

krist2366, "Connectivism (Siemens, Downes)," in Learning Theories, June 1, 2015,

https://www.learning-theories.com/connectivism-siemens-downes.html

 

Siemens, George, (2005, January) Connectivism:  A Learning Theory for the Digital Age.

http://www.itdl.org/journal/jan_05/article01.htm