What is Behaviourism?
Behaviourism is a theory of psychology which studies behaviour as a response to a stimulus. It was believed that when a behaviour changed as desired due to a stimulus response, learning has taken place. Behaviourism focuses only on the observable, quantifiable behaviour rather than the internal cognitive processing (Anderson & Dron, 2011). The term was first coined by the American psychologist Watson; Pavlov and Skinner developed the theory further throughout the 20th century. Behaviourism is still used in education today in the form of classroom management by using positive reinforcement , creating optimal learning conditions and increasing student motivation (Aytekin 2011).
Classical Conditioning
Classical conditioning follows the belief that a conditioned stimulus will bring a conditioned response from an individual. The conditioned response is a learned response that becomes associated with the conditioned stimulus.
Pavlov is most often associated with classical conditioning. In Pavlov's experiment he observed dog's eating and noticed that they salivated when they saw food. Pavlov began to ring a bell (conditioned stimulus) each time the dogs saw the food/salivated. When he rang the bell without the presence of food the dogs salivated upon hearing the bell (conditioned response). In Pavlov's example the dogs learned response to the ringing of the bell was to salivate. (Standridge, 2002)
Pavlov is most often associated with classical conditioning. In Pavlov's experiment he observed dog's eating and noticed that they salivated when they saw food. Pavlov began to ring a bell (conditioned stimulus) each time the dogs saw the food/salivated. When he rang the bell without the presence of food the dogs salivated upon hearing the bell (conditioned response). In Pavlov's example the dogs learned response to the ringing of the bell was to salivate. (Standridge, 2002)
Image from: http://edtech.uvic.ca/edci335/wiki/visible-learning/visual-design-strategies/classical-conditioning/
Operant Conditioning
B.F Skinner was the father of operant conditioning. Operants are actions that either avoid or attain certain punishments or rewards (Neuringer, 2006). Skinner first observed operant behaviours of animals. Using a rat as the participant and the pressing the bar as the operant behaviour. He concluded that if the operant behaviour produced a positive result then the behaviour would likely be repeated, such as pressing the bar and receiving a pellet. However, if the operant behaviour produced a negative result then the behaviour would likely stop, such as pressing the lever and receiving a shock (Standridge, 2002).
Through Skinner's research, he applied operant conditioning to both animals and humans. In education, positive reinforcement encourages a desired behaviour by gaining a reward, such as a chid raising his/her hand to answer a question and receive a "good job". Negative reinforcement encourages a desired behaviour by removing something negative. For example, a child who finishes his/her work in class doesn't have homework that night. Punishment, however, reduces an undesired behaviour by adding a undesired result. For example, a student who hit another student at recess gets sent to the principal's office.
Traditionally, changes in behaviour was regarded a new learning such as repeating after the teacher or reproducing the correct answers on a test. Children were regarded as a blank slate in which teachers would transfer knowledge through behaviourist techniques. Today, behaviourism contributes to classroom management, such as enforcing positive behaviours, creating optimal learning environments, reducing disruptive behaviours and rewarding on-task behaviours (Blondin et al, 2012).
Behaviourism in E-learning
Behaviourists believe that behavior shows whether students have learned something or not. This simple notion can be easily applied to E-learning just as it can in a classroom setting.
1. Students can feel motivated from instructor and peer feedback.
This can be through messages, emails or feedback on assignments. Positive and negative reinforcement as well as punishment can be applied in E-learning but may take on different forms, depending on the type of course and age group. For example, comments on assignments can acknowledge good work or may point out areas that need more work. Peer feedback and collaboration can make learners feel less isolated and build confidence (Standridge, 2012) .
2. Clear course objectives and checklists for students to follow.
Students should have a clear understanding of the course outcomes so that they can set personal goals and expectations (Alzaghoul, 2012). Checklists, self-evaluations and charts can track effort and participation, leading to increased 'output' or involvement in the course (Pitler, Hubbel, Kuhn & Malenoski, 2007).
3. Assignments and activities should reflect course materials.
Students should be assessed on the materials and concepts of the course. Assignments and activities such as discussions and presentations are effective for showing whether students meet the learning outcomes.
4. Contact from instructor ensures student stay up-to-date.
Contact from the instructor is necessary to make sure that students are on-track and do not fall behind. Instructor contact is also important for alerting students of any changes or problems that may arise as well as keeping students' spirits up and motivated.
5. Course format and content are appropriate and conducive for learning.
Course designers must work closely with instructors to create courses which are effective, simple to use and allow for collaboration. Courses should be designed with the right progression to scaffold learning. Content should be easily accessible and relevant to the course.
Through Skinner's research, he applied operant conditioning to both animals and humans. In education, positive reinforcement encourages a desired behaviour by gaining a reward, such as a chid raising his/her hand to answer a question and receive a "good job". Negative reinforcement encourages a desired behaviour by removing something negative. For example, a child who finishes his/her work in class doesn't have homework that night. Punishment, however, reduces an undesired behaviour by adding a undesired result. For example, a student who hit another student at recess gets sent to the principal's office.
Traditionally, changes in behaviour was regarded a new learning such as repeating after the teacher or reproducing the correct answers on a test. Children were regarded as a blank slate in which teachers would transfer knowledge through behaviourist techniques. Today, behaviourism contributes to classroom management, such as enforcing positive behaviours, creating optimal learning environments, reducing disruptive behaviours and rewarding on-task behaviours (Blondin et al, 2012).
Behaviourism in E-learning
Behaviourists believe that behavior shows whether students have learned something or not. This simple notion can be easily applied to E-learning just as it can in a classroom setting.
1. Students can feel motivated from instructor and peer feedback.
This can be through messages, emails or feedback on assignments. Positive and negative reinforcement as well as punishment can be applied in E-learning but may take on different forms, depending on the type of course and age group. For example, comments on assignments can acknowledge good work or may point out areas that need more work. Peer feedback and collaboration can make learners feel less isolated and build confidence (Standridge, 2012) .
2. Clear course objectives and checklists for students to follow.
Students should have a clear understanding of the course outcomes so that they can set personal goals and expectations (Alzaghoul, 2012). Checklists, self-evaluations and charts can track effort and participation, leading to increased 'output' or involvement in the course (Pitler, Hubbel, Kuhn & Malenoski, 2007).
3. Assignments and activities should reflect course materials.
Students should be assessed on the materials and concepts of the course. Assignments and activities such as discussions and presentations are effective for showing whether students meet the learning outcomes.
4. Contact from instructor ensures student stay up-to-date.
Contact from the instructor is necessary to make sure that students are on-track and do not fall behind. Instructor contact is also important for alerting students of any changes or problems that may arise as well as keeping students' spirits up and motivated.
5. Course format and content are appropriate and conducive for learning.
Course designers must work closely with instructors to create courses which are effective, simple to use and allow for collaboration. Courses should be designed with the right progression to scaffold learning. Content should be easily accessible and relevant to the course.
The following flowchart demonstrates how a behaviourist approach can be applied to an E-learning course
behaviorism_flowchart.pdf | |
File Size: | 256 kb |
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References
Alzaghoul, A.F. (2012). The implication of learning theories on implementing e-learning courses. The Research Bulletin of Jordan ACM, 2 (2), 27-30.
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Education, 12 (3), 80-97.
Aytekin, D. (2011). Instructional design in education: new model. The Turkish Online Journal of Educational Technology, 10, 136-142.
Blondin, C., Skinner, C., Parkhurst, J., Wood, A., & Snyder, J. (2012). Enhancing on-task behavior in fourth-grade students using a modified color wheel system. Journal of Applied School Psychology, 28 (1), 37-58.
Bouton, M. E., & Moody, E. W. (2004). Memory processes in classical conditioning. Neuroscience & Biobehavioral Reviews, 28, 663-674. doi:
10.1016/j.neubiorev.2004.09.001
Code, J. (2013). Learning design: Classical conditioning. Retrieved from http://edtech.uvic.ca/edci335/wiki/visible-learning/visual-design-strategies/classical-conditioning/
Hautau, B. L., Skinner, C. H., Pfaffman, J. Foster, S., & Clark, J. C. (2008). Extending the external validity of the color wheel procedures: Increasing on-task behavior in an urban kindergarten classroom. Journal of Evidence-Based Practices for Schools, 9, 3-17. Retrieved from http://pdfs.scarecroweducation.com/JE/BPW/JEBPWinter08.pdf
Neuringer, A. (2009). Operant variability and the power of reinforcement. The Behavior Analyst Today, 10 (2).
Pitler, H., Hubbel, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Association for Supervision & Curriculum Development.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Education, 12 (3), 80-97.
Aytekin, D. (2011). Instructional design in education: new model. The Turkish Online Journal of Educational Technology, 10, 136-142.
Blondin, C., Skinner, C., Parkhurst, J., Wood, A., & Snyder, J. (2012). Enhancing on-task behavior in fourth-grade students using a modified color wheel system. Journal of Applied School Psychology, 28 (1), 37-58.
Bouton, M. E., & Moody, E. W. (2004). Memory processes in classical conditioning. Neuroscience & Biobehavioral Reviews, 28, 663-674. doi:
10.1016/j.neubiorev.2004.09.001
Code, J. (2013). Learning design: Classical conditioning. Retrieved from http://edtech.uvic.ca/edci335/wiki/visible-learning/visual-design-strategies/classical-conditioning/
Hautau, B. L., Skinner, C. H., Pfaffman, J. Foster, S., & Clark, J. C. (2008). Extending the external validity of the color wheel procedures: Increasing on-task behavior in an urban kindergarten classroom. Journal of Evidence-Based Practices for Schools, 9, 3-17. Retrieved from http://pdfs.scarecroweducation.com/JE/BPW/JEBPWinter08.pdf
Neuringer, A. (2009). Operant variability and the power of reinforcement. The Behavior Analyst Today, 10 (2).
Pitler, H., Hubbel, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Association for Supervision & Curriculum Development.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism