Competency K

The Library and Information Science program concentrates heavily on research and information retrieval, but just as important is the ability to connect with students to provide effective instruction and learning. Any institution of learning, regardless of educational level, be it elementary school or a graduate-level university, follows guidelines from established learning theories that have provided the foundation for education; behaviorism, cognitivism and constructivism. The foundational education theories are ever-present in online instruction, just as they are in traditional instructional formats. The education programs taught utilize technology and up-to-date methods to further enhance instruction and information retention.

Behaviorism

This was the dominant form of instruction for most of the twentieth century. Behaviorism focuses on external factors and stimuli, without giving consideration to internal mental states. Responses are conditioned to external factors and positive reinforcement is provided to correct answers. Because of this, it is considered passive learning, which requires no input from a student other than absorbing the information. Behaviorism concentrates on repetition, and Booth (2011) explains that behaviorism can be thought of as “rows of rapt children at desks, parroting answers in unison to clearly answerable questions” (p. 39). Basically, cram information down someone’s throat and have them regurgitate the correct answer. This may be efficient in early educational development, but as cognitive functions increase in an individual, this model’s effectiveness begins to diminish and hinders creativity and ability to think critically about information presented.

Given that behaviorism is about external factors and repetitive learning, how does it translate to an online learning environment? How can repetitive learning be used online when a student’s individual learning is better suited for constructivism or cognitivism? In an article discussing how the learning theories are applied in an online learning environment, Arghode et al (2017) highlight how behaviorism is “…widely used when applied to online learning in which the learning is branched” (p. 599). Arghode et al further explain how the theory is applied in a quiz scenario, stating that “when students are presented with a question, they are allowed to move to the next screen when they provide the correct answer. When they choose the wrong answer, they are given an explanation of why their answer was incorrect, and then they are allowed to answer the question again” (p. 599). This branching scenario works to reinforce behaviorism. In this format, the learning is reinforced in a non-linear fashion, and the response determines the next action undertaken. Only when a student understands the correct answer can they progress through the instruction. Therefore, learning can be improved by a modern method, based on a traditional learning theory. It reinforces what a student is expected to know and/or learn, and a corresponding course plan can be developed.

Cognitivism

Evolving from the perceived shortcomings of behaviorism, cognitivism focuses more on the inner factors affecting learning. Where behaviorism focuses on external stimuli, this theory explores the internal factors, such as memory and processing information. Booth (2011) explains that cognitivism “explores the capacities of human memory, which inspires teaching and design techniques that reflect the brain’s information processing abilities” (p. 36). He further states that “by organizing information and processing prior knowledge we make the intellectual connections that underpin higher-order thinking” (p. 39). Essentially, the focus of this approach seems to be connecting a prior knowledge memory to new information learned in order to increase the retention efficiency. It is not enough to simply learn passively and regurgitate information, we must be active in our learning.

One such way that cognitivism has altered the educational model is in the way that math is now taught in schools nationwide. Prior to the nationwide standards now set in place via the Common Core State Standards, states were free to establish proficiency levels for high school students in what they were expected to know by the time they graduated. Information was taught via the outdated behaviorism model, and students were not at a level that employers or college admission personnel deemed acceptable. The Common Core Standards revolutionized the way math principles were taught and shifted to an active approach in teaching the material. Samantha Mouser (2019) examined the effect of Common Core Standards on student achievement in math. She points out that “when students solve math problems, they are developing problem solving skills. Students must be taught appropriate learning strategies before educators can begin teaching. If students are not able to solve problems by themselves, instruction will be meaningless” (p. 40). Students must be able to think critically about what they are learning, otherwise a passive approach is taken, and instruction reverts back to external stimuli. She further states that “the role of mathematics teachers must be to assist students in configuring mathematical knowledge to develop appropriate problem-solving skills” (p. 40). In addition to presenting the information, teachers must be able to engage students in a way that actively lets them participate in the learning. Using textbooks may not be sufficient. Teachers must make use of educational resources, such as websites that focus on cognitive learning theories and make formulas relatable.

Constructivism

This is the most recent educational theory. It provides a foundation for constructing a learning program that more closely relates to the student’s individual experiences. Booth (2011) highlights that constructivism “explores the effects of individual perception and the social environment” (p. 36). He further states that “the central idea of constructivism is that both the individual and the social context exert a profound influence on the learning process, and that learners create meaning from their environments by interpreting them through personal attributes, values and perceptions” (p. 39). Simply, learning is collaborative, and people learn based on their own experiences and environment. The way someone learns a language, math or social norms are directly inherited and learned from whatever culture the person was raised in. Thus, it is important that a person develops these abilities and knowledge via social interaction with others. Moreover, the emphasis on learning is self-directed and responsibility lies solely on the individual. Because of this, it is important that a person takes an active learning approach, rather than a passive one.

The application of this theory to distance learning is still-evolving. This program is completely online, and thus takes advantage of developing technology. In observation of how the LIS program is designed to incorporate constructivism, I came across an article that discusses how the design of distance learning impacts the creativity of the learner. Aqda (2011) states that “…constructivism encourages active, rather than passive learning and the use of group-based cooperative learning activities, which can be best mediated through telecommunication technologies (p. 262). Assignments from INFO 203 fall in with this learning theory, specifically the module 5 assignments that have students interact with each other and work collaboratively to create ground rules for successful group work. Distance learning also encourages interpretation of material and creativity, for example the mod 2 blog assignment. While students have a guideline of creating the blog, they can be creative with its design and content. Additionally, since it may be new technology to the student, learning how to use it is self-directed and measured at one’s own pace.