| Aspect |
Behaviourist |
Cognitivist |
Humanist |
Social
and situational |
| Learning
theorists |
Thorndike,
Pavlov, Watson, Guthrie, Hull, Tolman, Skinner |
Koffka,
Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne |
Maslow,
Rogers |
Bandura,
Lave and Wenger, Salomon |
| View
of the learning process |
Change
in behaviour |
Internal
mental process (including insight, information processing, memory,
perception |
A
personal act to fulfil potential. |
Interaction
/observation in social contexts. Movement from the periphery to
the centre of a community of practice |
| Locus
of learning |
Stimuli
in external environment |
Internal
cognitive structuring |
Affective
and cognitive needs |
Learning
is in relationship between people and environment. |
| Purpose
in education |
Produce
behavioural change in desired direction |
Develop
capacity and skills to learn better |
Become
self-actualized, autonomous |
Full
participation in communities of practice and utilization of
resources |
| Educator's
role |
Arranges
environment to elicit desired response |
Structures
content of learning activity |
Facilitates
development of the whole person |
Works
to establish communities of practice in which conversation and
participation can occur. |
| Manifestations
in adult learning |
Behavioural
objectives
Competency -based education
Skill development and training |
Cognitive
development
Intelligence, learning and memory
as function of age
Learning how to learn |
Andragogy
Self-directed learning |
Socialization
Social participation
Associationalism
Conversation
|
