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The S \u2014 R Approach of Behaviourism<\/span><\/strong><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"fb9d04f6-f831-4cce-bd67-22f8d86d9278"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-6188953a7f2ba.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":1932,"height":1449}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"b74befc4-997e-4aa6-9f7a-4f3ee332dcbf"},"useSeparator":"auto"},{"content":{"params":{"text":"

Ever wondered why gamification of learning appeals so much to the learners, or why taking an online test feels much lighter than the one taken manually? Gamification, automation, instant feedback, and response to the learners\u2019 query in an online environment are all embedded in the behaviourist theory of cause and effect.<\/p>\n\n

The proponents of behaviourism posited that learning is a relative change in behaviour of learner and that learning can be achieved through conditioning, repetition, and habit formation.<\/p>\n\n

When the learner acquires learning though games, he\/she gets a sense of accomplishment on moving from one level to another. Likewise, online practice tests are automated to give feedback immediately to the learner which acts as a reinforcement.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"d66c9dab-eee7-4f2d-9e6f-6bc8329d4e41"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"377e6426-4004-4b9f-8e46-1a040683dede","metadata":{"contentType":"Column","license":"U","title":"The S \u2014 R Approach of Behaviourism"}},{"params":{"content":[{"content":{"params":{"text":"

Mental Schema of Cognitivism<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"72a7e47d-e416-461f-a585-cc1d008a7a5c"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-61889623a6eef.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":6000,"height":4000}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"35ebcf2a-6274-4c38-a79f-6619f18157b8"},"useSeparator":"auto"},{"content":{"params":{"text":"

Cognitivists perceive learning as a mental process and try to understand the underlying phenomena behind the complex processes of thinking, memory, problem solving, attention and perception. They talk about building mental schemata or organisation of thoughts that form the body of knowledge through assimilation and accommodation of information. Through this arises the utility of experiential learning and relating real life experiences with the new information and then accommodating it into one\u2019s memory.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"522e099e-c676-4259-ae59-2f36144d0d0d"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-618895c5ba28b.png","mime":"image\/png","copyright":{"license":"U"},"width":1170,"height":40}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"31f1fd74-ec7f-4009-a173-fd26779332bb"},"useSeparator":"auto"},{"content":{"params":{"text":"

This classification has helped teachers and instructional designers to plan and organise content in such a manner that a learner is able to acquire these abilities step by step till he\/she eventually acquires the higher order thinking skills. Creativity is the highest form of cognitive ability and this is being adjudged in online programmes through activities like video creation, making of blogs, e-portfolios, etc.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"73d891cb-dd7d-4df4-8079-b456f4ea7d04"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"0cf13700-1206-4435-b76b-0edb366f5faa","metadata":{"contentType":"Column","license":"U","title":"Mental Schema of Cognitivism"}},{"params":{"content":[{"content":{"params":{"text":"

Robert Gagne\u2019s 9 Events of Instructional Designing<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"aed22f2f-00d6-4730-a347-894104525ada"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-6194898828d91.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":2048,"height":1365}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"4ac1f0e9-992e-4afc-8e57-6c6d45778458"},"useSeparator":"auto"},{"content":{"params":{"text":"

Instructional designing is the systematic planning, designing, developing, and delivery of an instructional material in a coherent and consistent manner to make the acquisition of learning effective, engaging, and appealing for the learner.<\/p>\n\n

Instructional designing has derived its principles from Robert Gagne\u2019s nine stages in instruction. These are:<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"cbb93307-b93c-4df7-92df-e414b9d1729d"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-619450fbcf414.png","mime":"image\/png","copyright":{"license":"U"},"width":1149,"height":153}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"6d1c623d-31cb-4fba-a065-de082b3ecdcb"},"useSeparator":"auto"},{"content":{"params":{"text":"

Does it sound familiar? Most of the lessons, online or offline, are based on these nine events. Just pick any of the available self-learning materials\/modules and check yourself! The concept of self-paced and adaptive learning emerging of late in learning activities and feedbacks are just off-shoots of Gagne\u2019s taxonomy.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"49e9d1ab-b83f-40cd-93a3-a0b0188397f8"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"45259ec7-ddd5-4602-a782-6bcd3cad171e","metadata":{"contentType":"Column","license":"U","title":"Robert Gagne\u2019s 9 Events of Instructional Designing"}},{"params":{"content":[{"content":{"params":{"text":"

Information Processing Model<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5b362b16-a63a-46de-8c81-69e51ce9e29d"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-618896b810584.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":1024,"height":576}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"f13a1e85-24d0-48e5-a2a1-d8b55da41216"},"useSeparator":"auto"},{"content":{"params":{"text":"

Information Processing <\/span><\/span><\/span><\/span><\/span><\/strong>is how individuals perceive, analyse, manipulate, use, and remember information. Hence, information processing theory is a classic theory of memory that compares the way in which the mind works to computer storing, processing, and retrieving information<\/span><\/span><\/span><\/span><\/span>. Just like a computer has input device, processing, and storage unit followed by an output device; the human brain also receives information from the external environment through its sensory organs like eyes and ears. The brain then processes this information whose storage moves from working to short-term and then to long-term memory depending upon more and more use of that information by brain.<\/p>\n\n

The information processing model has certainly guided the designing of learning modules and techniques to remember information by the learner. Use of multimedia to attract all kinds of sense organs, drill and simulated practices, making linkages and associations of known information with the unknown, and proceeding from concrete experiences towards abstract are all coming from the information processing model of learning.<\/p>\n\n

Abstract concepts can be easily taught in learning activities and feedback with the help of techniques like 3D animations, simulations, augmented reality and virtual reality. <\/p>\n\n

Learning activities and feedbacks are fast becoming popular because of its learner-driven content based on sound pedagogical principles.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"f070b4df-c56d-40e8-8151-b0ef1ff6ed25"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"5c6e2f9c-cdf1-444c-b3d9-05c6a657c35b","metadata":{"contentType":"Column","license":"U","title":"Information Processing Model"}},{"params":{"content":[{"content":{"params":{"text":"

Social Constructivism & Zone of Proximal Development<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"a191456f-e23d-46c6-8770-5f01e36e69c0"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-618898cccc986.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":2048,"height":1365}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"0d4b40fa-a5ce-4e9f-883d-a1e1407a13c2"},"useSeparator":"auto"},{"content":{"params":{"text":"

While cognitive constructivism predicate that learning is constructed by an individual on the basis of his\/her experiences; social constructivism propounds that learning is a social phenomenon that is acquired through interaction and collaboration. The latter has an edge over the former and is also more aligned with the present times of social networking and online collaboration. The principle also talks about \u2018situated cognition\u2019 which emphasises that knowledge is situated in the context and culture within which it is learned. It emphasises that the practice of reflection is important for learning to take place.<\/p>\n\n

Lev Vygotsky in his concept of zone of proximal development (ZPD) explains this zone as that stage of development. In ZPD, a learner can gradually do certain tasks after a period of interaction with a knowledgeable other who guides and helps in making sense out of the task. The learner can independently solve problems once this zone of proximal development is attained.<\/p>\n\n

There are many takeaways here relevant to online learning. These include use of threaded discussion forums, chatbots, use of social networking forums like Facebook, twitter, Instagram, etc. along with online collaborative tools like wikis, drop box, google docs, slide share, Flickr and other such open source or cloud-based software.<\/p>\n\n

In tune with situated cognition and reflective practices, the commonly available application which can be utilised in learning activities and feedback are blogs, podcasts, YouTube channels, and e-portfolios. ZPD throws light on mentorship and how learning of children and novice learners can be guided in learning activities and feedback.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"6a179bc5-e816-47ac-aad3-8c56a61f10c7"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"33221d2f-5521-409a-adb7-063d6949417e","metadata":{"contentType":"Column","license":"U","title":"Social Constructivism & Zone of Proximal Development"}},{"params":{"content":[{"content":{"params":{"text":"

Community of Inquiry<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"c2abc5d5-129e-40f7-a0db-c502aa7b053d"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-618899bd51dec.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":1500,"height":1000}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"2b5bb2cf-f3f4-4f8e-ab45-96ba6af12feb"},"useSeparator":"auto"},{"content":{"params":{"text":"

This model<\/a> developed by Garrison, Anderson, and Archer supports design of online and blended courses which can integrate the three kinds of presences this model talks about. These are cognitive presence, teaching presence<\/a>, and social presence.<\/p>\n\n

When all these presences are integrated, the learning that takes place is more meaningful and deep. In this model, a group or community of individuals, comprising both students and teachers, interact and engage among themselves in a constructive inquiry to get holistic understanding of things. The learning activities and feedback can be so designed that learners and instructors can actively share ideas, information, and opinions. This kind of environment helps in developing higher order skills like critical thinking and reflection.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"82f2cb4f-53a6-49bd-a803-3ed7a6d55d92"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"5116bd93-79d9-4245-8435-693124a16d92","metadata":{"contentType":"Column","license":"U","title":"Community of Inquiry"}},{"params":{"content":[{"content":{"params":{"text":"

Equivalency Interaction Theory<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"30296cee-d293-4559-b449-0ed36107110f"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-618899e5bc1ab.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":2048,"height":1365}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"3dfeff93-ba4b-45ac-ade4-7e3487ac5a69"},"useSeparator":"auto"},{"content":{"params":{"text":"

This theory lays emphasis on the component of interaction. Terry Anderson in this theory described three kinds of interactions which can occur in learning activities and feedback. These are learner-content, learner-instructor, and learner-learner interaction. Deep and meaningful formal learning is supported as long as one of the three forms of interaction is at a high level even if the other two are offered at minimal level, or eliminated completely. High levels of more than one of these three interactions is likely to provide a more satisfying educational experience.<\/p>\n\n

While designing learning activities and feedback, the course designers must take into consideration the element of interactivity and try to incorporate it as much as possible.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"bb9393bc-2d0f-4030-bc5a-dca63f11e336"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"9621d180-7f59-4b34-9f48-20045feaec5c","metadata":{"contentType":"Column","license":"U","title":"Equivalency Interaction Theory"}},{"params":{"content":[{"content":{"params":{"text":"

Connectivism<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"16ec658d-d7c9-4e3b-a534-c8e58ba86e84"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-61889a23cc20b.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":472,"height":332,"originalImage":{"path":"images\/file-61889a08d3077.jpg#tmp","mime":"image\/jpeg","height":3231,"width":2154}}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"ee98b0b1-a2fd-4799-a10d-eaace938d6fd"},"useSeparator":"auto"},{"content":{"params":{"text":"

George Siemens, one of the early pioneers of Massive Open Online Courses (MOOCs), propounded the theory of connectivism in 2004 and described it as a learning theory of the digital age in one of his articles. According to this model, learning is a process that occurs within nebulous environment of shifting core elements which are not entirely under the control of the individual.<\/p>\n\n

The model acknowledges major shifts in the way knowledge flows, grows, and changes because of vast data communication networks. It integrates principles explored by chaos, network, complexity and self-organisation theories and emphasises on ability to foster and maintain knowledge flow through social networks and to see connections between ideas and concept.<\/p>\n\n

Accurate and up-to-date knowledge is the intent of all connectivist learning activities as it sees knowledge through the lens of shifting reality. Decision making in terms of choosing what to learn according to its relevancy is crucial along with the skills to navigate across digital networks and ability of lifelong learning.<\/p>\n\n

Designing of learning activities and feedback must take into consideration network that allows individuals to explore and making meaning out of those experiences. It also hints towards personalised and customised learning environment.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"0881379e-52d5-4f75-bc36-2f0904e8f0dc"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"12c672c5-5cbb-4d38-b61e-8998f69c2abd","metadata":{"contentType":"Column","license":"U","title":"Connectivism"}},{"params":{"content":[{"content":{"params":{"text":"

Online Collaborative Learning<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"53a1903a-824e-4066-aaba-fcfe617f095a"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-61889ac767ab2.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":2000,"height":1125}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"be774144-bed0-4f78-99c2-bc83625a8563"},"useSeparator":"auto"},{"content":{"params":{"text":"

Developed by Linda Harasim in 2012, it is an online instructor led collaborative model for assisting learners in problem solving through discourse. It lays three phases of knowledge construction:<\/p>\n\n

\n\t
Idea generation through brainstorming phase where divergent thoughts are gathered.<\/li>\n\t
Idea organising phase where ideas are compared, analysed and categorised through discussions.<\/li>\n\t
Intellectual convergence is the phase where intellectual synthesis and consensus occurs.<\/li>\n<\/ul>\n\n
It focusses on the facilities of internet to provide learning environment that foster collaboration and knowledge building by following the above three phases.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"5988be5f-e74f-4699-80c9-09905b589c9c"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"2fd5fd22-189a-44d0-8fd3-9d59088c8906","metadata":{"contentType":"Column","license":"U","title":"Online Collaborative Learning"}},{"params":{"content":[{"content":{"params":{"text":"
Malcolm Knowles Andragogy<\/strong><\/span><\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"4a701568-1aa9-4514-a239-30a0c70cd241"},"useSeparator":"auto"},{"content":{"params":{"contentName":"Image","file":{"path":"images\/file-61889af33d5d9.jpg","mime":"image\/jpeg","copyright":{"license":"U"},"width":2000,"height":1500}},"library":"H5P.Image 1.1","metadata":{"contentType":"Image","license":"U","title":"Untitled Image"},"subContentId":"fe3258a6-60e7-46e6-ad46-1108b6883dd3"},"useSeparator":"auto"},{"content":{"params":{"text":"
Malcolm Shepherd Knowles is known for making adult learning distinct from how children learn. He popularised the term \u2018andragogy\u2019 to particularly understand the science of adult learning. According to the adult-learning theory, adults are self-directed, high in motivation, possess a rich reservoir of experiences, and their learning is oriented towards their immediate need in context to their life situation.<\/p>\n\n
Hence, while designing online courses or instructions for adult learners, things which are kept in mind:<\/p>\n\n
\n\t
The diverse background and experiences of the learners (planning activities accordingly so that they may relate with the information better)<\/li>\n\t
Adults are self-directed (more and more of such activities may be provided which give them opportunity to explore and collaborate)<\/li>\n\t
The planning of learning module in consultation with the learners<\/li>\n\t
Adults are intrinsically motivated to learn (a little guidance when help is required or errors are committed may further help in boosting their motivation)<\/li>\n<\/ul>\n\n
The adult learning theory is particularly important in higher education and professional training courses.<\/p>\n"},"library":"H5P.AdvancedText 1.1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"},"subContentId":"636dbe50-2ee5-4d0a-87bb-2a69cd055cbb"},"useSeparator":"auto"}]},"library":"H5P.Column 1.12","subContentId":"9da4f1e2-dc43-4144-a32b-a2ada05bd961","metadata":{"contentType":"Column","license":"U","title":"Malcolm Knowles Andragogy"}}],"behaviour":{"defaultTableOfContents":true,"progressIndicators":true,"progressAuto":true,"displaySummary":true},"read":"Read","displayTOC":"Display 'Table of contents'","hideTOC":"Hide 'Table of contents'","nextPage":"Next page","previousPage":"Previous page","chapterCompleted":"Page completed!","partCompleted":"@pages of @total completed","incompleteChapter":"Incomplete page","navigateToTop":"Navigate to the top","markAsFinished":"I have finished this page","fullscreen":"Fullscreen","exitFullscreen":"Exit fullscreen","bookProgressSubtext":"@count of @total pages","interactionsProgressSubtext":"@count of @total interactions","submitReport":"Submit Report","restartLabel":"Restart","summaryHeader":"Summary","allInteractions":"All interactions","unansweredInteractions":"Unanswered interactions","scoreText":"@score \/ @maxscore","leftOutOfTotalCompleted":"@left of @max interactions completed","noInteractions":"No interactions","score":"Score","summaryAndSubmit":"Summary & submit","noChapterInteractionBoldText":"You have not interacted with any pages.","noChapterInteractionText":"You have to interact with at least one page before you can see the summary.","yourAnswersAreSubmittedForReview":"Your answers are submitted for review!","bookProgress":"Book progress","interactionsProgress":"Interactions progress","totalScoreLabel":"Total score","a11y":{"progress":"Page @page of @total.","menu":"Toggle navigation menu"}}

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