Learner Centred Learning/Adult Learning Theories, Principles and Practices/Four Orientations to Learning
A brief summary of each
Contents
The Behaviourist Orientation
Control over learning comes from the environment and learning is expressed as observable behaviour. Purpose in education
Produce behavioural change in desired direction
Educator's role
Arranges environment to elicit desired response
The Cognitivist Orientation
Control of the learning lies with the individual learner and how they process information.
Purpose in education
Develop capacity and skills to learn better
Educator's role
Structures content of learning activity
The Humanist Orientation
This orientation views learning from the perspective of the unlimited potential for human growth.
Purpose in education
Become self-actualized, autonomous
Educator's role
Facilitates development of the whole person
The Social and Situational Orientation
This orientation is based on the belief that people learn from observing and interacting with others. Context has considerable importance and it is the interaction of many factors that result in learning.
Purpose in education
Full participation in communities of practice and utilization of resources
Educator's role
Works to establish communities of practice in which conversation and participation can occur.
Sources
Merriam, S.B. & Caffarella, R.S. (1991). Learning in adulthood. San Francisco: Jossey-Bass.
Smith, M.K. (1999). Learning theory. The encyclopedia of informal education. Retrieved on 26 June 2004 from www.infed.org/biblio/b-learn.htm.
Further Resources
This pdf document provides a little more detail to the summary above including identifying theorists linked to each orientation.
For those who want more in depth reading, Mark Smith's article explores learning theory with a focus on four orientations of learning.