Cognitivism as a Learning Theory
Cognitivism is the study of the brain and the information processing. Bill Kerr, Stephen Downes, and Karl Kapp provide salient information on cognitivism and behaviorism. Learning theories (behaviorism, constructivism, cognitivism, and connectivism) similar to politics are full of isms. However, like other learning theories, these isms are not at variance with each other. Political beliefs might offer a common ground for individuals. Similarly, learning theories might provide joint field for educators. Thus, the author identifies steadiness or overlying foundations of learning theories, in the field of educational technology. Instructional designers might exemplify behaviorism, constructivism, cognitivism, and connectivism in their designs. While participants of political parties might resort to deceptive practices, theorists of an education system might refer to reliable options of use of theories.
Learning theories might guide educators in their choice for effective curriculum, for an instance. The answer to the problem is not to shift from one theory to another, but to select the suitable theory for effective profitability in a situation. Scholars need to be selective in their choice, to respond to the needs of the everchanging society, due to change in culture and technology. Neither behaviorism, nor constructivism, nor cognitivism provides 100% explanation of how individuals process information (Kapp, 2007).
According to Santrock (2009), the cognitive information processing involves first order thinking (computation, memorization, reading, and comprehension), "metacognition (monitoring progress and products of first order thinking), and transformative learning (reflecting on the limits of knowledge, the certainty of knowledge, and the criteria for knowing)" (p. 185). Thus, self-direction, metacognition, critical reflection, reflective discourse, and collaborative learning (Keegan, 2011; Stevens-Long, Schapiro, & McClintock, 2012) constitute key factors in online learning. Consequently, the continuing variability in individuals’ performance (Driscoll, 2005) and interaction in the global market, calls for Siemens’s (2006) theory of learning for the digital age (connectivism), which could provide a smarter approach to learning in the 21st Century
References
Driscoll, M. (2005). Psychology of Learning for Instruction. New York, NY: Allen & Bacon.
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational.
Keegan, P. (2011). Transformative e-learning and teaching in mandatory tertiary education. Asian Social Science, 7(11), 66-74. doi:10.5539/ass.v7n11p66.
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html.
Santrock, J. (2009). Introduction. In A topical approach to life-span development (pp. 3–41). New York, NY: McGraw-Hill.
Stevens-Long, J., Schapiro, S., & McClintock, C. (2012). Passionate scholars: Transformative learning in doctoral education. Adult Education Quarterly, 62(2), 180–198. doi: 10.1177/07417136.