Learning Theories Course

Lesson 1 • Selecting Theories for Practice

Introduces criteria for matching learning theories to instructional contexts and learner needs. Prepares students to apply theory-selection reasoning throughout the course.

Lesson 2 • Epistemological Assumptions in Learning

Examines how each paradigm views knowledge—as objective, constructed, or negotiated. Grounds theory selection in philosophical self-awareness.

Lesson 3 • Defining Learning and Its Scope

Clarifies what constitutes learning versus performance, habit, or maturation. Anchors all subsequent theory comparisons to a shared operational definition.

Lesson 4 • Historical Roots of Learning Science

Traces the philosophical origins of learning study from empiricism to early experimental psychology. Provides context for why modern theories emerged as reactions to prior limitations.

Lesson 1 • Operant Conditioning and Reinforcement

Explains Skinner's operant model, reinforcement types, and punishment distinctions. Provides the basis for designing consequence-based instructional systems.

Lesson 2 • Classical Conditioning Principles

Covers Pavlov's foundational experiments and the mechanics of conditioned responses. Connects reflexive learning to emotional and attitudinal outcomes in instruction.

Lesson 3 • Critiques and Limits of Behaviourism

Evaluates what behaviourism cannot explain, including insight, language acquisition, and complex cognition. Motivates the transition to cognitive theories in the next chapter.

Lesson 4 • Behavioural Objectives and Task Analysis

Teaches writing measurable terminal and enabling objectives rooted in observable behaviour. Links behaviourist theory directly to instructional planning tools.

Lesson 1 • Metacognition and Self-Regulation

Covers learners' awareness and control of their own cognitive processes. Connects metacognitive strategy instruction to deeper and more durable learning outcomes.

Lesson 2 • Cognitive Load Theory

Distinguishes intrinsic, extraneous, and germane load and their effects on learning efficiency. Provides actionable principles for reducing unnecessary mental effort in materials.

Lesson 3 • Dual Coding and Multimedia Principles

Applies Paivio's dual coding theory and Mayer's multimedia learning research to instructional material design. Enables evidence-based decisions about text, visuals, and audio.

Lesson 4 • Schema Theory and Prior Knowledge

Describes how existing knowledge structures shape new learning through assimilation and accommodation. Guides instructors to activate and build on learner schemas.

Lesson 1 • Problem-Based and Inquiry Learning

Applies constructivist principles to ill-structured problem scenarios that drive authentic inquiry. Equips designers to structure open-ended learning experiences with appropriate support.

Lesson 2 • Vygotsky's Social Constructivism

Introduces the zone of proximal development, scaffolding, and the role of language in thought. Provides the theoretical basis for peer learning and instructor-guided discovery.

Lesson 3 • Situated and Anchored Learning

Explains how context and authentic activity shape the meaning and transferability of knowledge. Connects real-world anchors to improved near and far transfer outcomes.

Lesson 4 • Piaget's Cognitive Constructivism

Covers developmental stages, equilibration, and the role of active exploration in knowledge construction. Grounds individual constructivist design in developmental readiness.

Lesson 1 • Expectancy-Value and Attribution Theory

Analyses how learners' beliefs about success probability and task value predict effort and persistence. Connects attribution retraining to improved learner resilience.

Lesson 2 • Humanist Foundations of Learning

Covers Maslow's hierarchy and Rogers's learner-centred principles as motivational frameworks. Establishes the affective dimension often overlooked in cognitive and behavioural models.

Lesson 3 • Self-Determination Theory

Explains autonomy, competence, and relatedness as the three basic psychological needs driving intrinsic motivation. Guides designers to create need-supportive learning environments.

Lesson 4 • ARCS Motivational Design Model

Applies Keller's Attention, Relevance, Confidence, and Satisfaction framework to systematic motivational design. Provides a practical tool for diagnosing and addressing motivational gaps.

Lesson 1 • Experiential Learning Cycle

Applies Kolb's four-stage cycle of concrete experience, reflection, abstraction, and experimentation. Enables designers to sequence activities that complete the full learning cycle.

Lesson 2 • Transformative Learning Theory

Covers Mezirow's perspective transformation through critical reflection on disorienting dilemmas. Prepares designers to facilitate deep belief and assumption change in adult learners.

Lesson 3 • Bandura's Social Cognitive Theory

Covers observational learning, modelling, and self-efficacy as central mechanisms of social learning. Provides the basis for designing demonstration-based and vicarious learning experiences.

Lesson 4 • Communities of Practice

Explains Lave and Wenger's legitimate peripheral participation and identity formation through practice. Guides designers to leverage workplace communities as learning environments.

Lesson 1 • Evaluating Adult Learning Programmes

Applies Kirkpatrick's four-level model and return-on-investment thinking to adult training evaluation. Equips designers to build evaluation into programme design from the outset.

Lesson 2 • Self-Directed Learning Design

Covers Knowles's SDL model and Grow's staged self-direction framework for scaffolding learner autonomy. Enables designers to progressively release control to adult learners.

Lesson 3 • Knowles's Andragogical Assumptions

Presents the six core assumptions about adult learners including self-concept, experience, and readiness. Establishes the foundational contrast between adult and child learning design.

Lesson 4 • Workplace and Informal Learning

Analyses the 70-20-10 model and informal learning pathways dominant in professional development. Connects formal training design to the broader informal learning ecosystem.

Lesson 1 • Eclectic Theory Integration

Develops a principled approach to combining theories rather than applying a single paradigm. Prevents theoretical inconsistency while maximising instructional effectiveness.

Lesson 2 • Evaluating Theory-Informed Designs

Establishes criteria for assessing whether a design faithfully implements its theoretical foundations. Develops critical evaluation skills applicable to peer review and self-assessment.

Lesson 3 • Theory-to-Design Translation

Maps theoretical principles to specific instructional strategies, activities, and media choices. Bridges the gap between abstract theory and concrete design decisions.

Lesson 4 • Needs Analysis Through a Theory Lens

Reframes performance gap analysis using theoretical constructs to identify root causes of learning failures. Enables more precise and effective instructional interventions.

Lesson 5 • Designing for Transfer and Retention

Applies spacing, interleaving, retrieval practice, and elaborative interrogation to maximise durable learning. Grounds evidence-based practice in cognitive and behavioural research.