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Social Learning Theory
 
Albert Bandura (1977) combines behaviourist reinforcement with cognitive processes for understanding the behaviour of others.
 
Bandura empasises the importance of observing and modeling – his 2 key elements for learning are: experience and expectations
§         Experience enables us to learn the consequences of our actions
§         Expectations are formed by our experiences
 
Four processes underlie this type [...]

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Constructivist Approach
Bruner’s Constructivist Theory:
 
Bruner (1966) based his theory on learning by discovery – information should be  organised in a spiral manner that allows the learner to re-arrange and re-assemble content to create new insights.
 
According to Bruner, discovery and meaningful learning enhances recall and transfer of learning. The main objective is to build upon knowledge [...]

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A Humanist approach

The Humanist approach developed from the Cognitive but focuses on experiential learning and the assumption that the individual is ever seeking greater personal adequacy, self-esteem and self-actualisation.
 
Humanists emphasise the individual’s innate need to achieve personal worth, dignity and creativity and believe a better society will evolve by nurturing these qualities.
 
Humanist teachers can create [...]

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A Cognitive Approach
What effect might meaningfullness and insight have in e-Learning contexts?
Meaningfulness and insigh would be acheiveable in an e-Learning context because students are able to explore the content themselves. Therefore, E-learning context should be personalized for each student so that it would be more meaningful for the individual students. The context should also be [...]

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A Behaviourist approach

 
Behaviourists attempted to study behaviour and learning from a scientific approach – only observable and measurable behaviours are reliable. 
 
They explain human behaviour in terms of cause and effect – therefore learning is a modification of behaviour by application of stimuli, shaping of responses and the provision of reinforcement.
 
Learning is demonstrated in [...]

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