Concerning learning design, behaviorism is basically focused on working with stimuli in the learner’s environment to alter the learner’s behavior often with reinforcement based on whether behavior show learning is occurring or not (Brau, Fox, and Robinson, 2022). Below are some of the key researchers, the main implication of their work for learning teaching and learning, and approximately when they did their related work.
Key Researchers in Behaviorism
Late 1800s
Ivan Pavlov
Learning occurs because of external stimuli resulting in observable behaviors. Neutral stimli and stimuli are linked together to create a learned response. (Strangor and Walinga, 2014)
Early 1900s
Edward Thorndike
Learning occurs from what happens as the result of a behavior. Learner repeats responses associated with outcomes they prefer. (Stangor and Walinga, 2014)
1910s, and 20s
John B. Watson
Learners learn all behaviors from the environment (McLeod,2024 "Behaviorism"), observed behaviors can show learning.
1950s and 60s
B.F.Skinner
Teachers need to learn teaching strategies. Reinforcement and punishments are key in learning. (Stangor and Walinga, 2014)
1960s
Robert Gagne
Gagne's Nine Events of Instruction are steps instructors can use creating effective instruction. (Mcleod, 2024 "Gagne's")
Brau, B., Fox, N., and Robinson, E. (2022) “3.1 Behaviorism.” Education Research Across Multiple Paradigms. DOI 10.59668/133 Retrieved from https://open.byu.edu/education_research/behaviorismt
McLeod, S. (February 1, 2024). Behaviorism in Psychology. Simply Psychology. Retrieved from https://www.simplypsychology.org/behaviorism.html
McLeod, S. (February 1, 2024). Gagne's Conditions of Learning Theory. Simply Psychology. Retrieved from https://www.simplypsychology.org/conditions-of-learning-gagne.html
Stangor, C. and Walinga, J. (2014). Introduction to Psychology – 1st Canadian Edition. Victoria, B.C.: BCcampus. Retrieved from https://opentextbc.ca/introductiontopsychology/
Even though some believe it to be outdated, behaviorism has had great impact on instructional design. Behaviorism doesn’t account for all types of learning, but it can be used for particular types of learning, and specific learning objectives should be determined when using a behavioral approach (Schwartz, 2018). Instructional design approaches using behaviorism may not be helpful for higher level learning, but rather for memorizing simple facts and associations. In fact, behaviorism is the basis of many popular gamification techniques like leaderboards and points. So, behaviorism can be used in combination with other theoretical bases to provide effective learning design. (Keramida, 2015)
Keramida, M. (May 28, 2015). Behaviorism in Instructional Design for eLearning: When and How to Use It. Retrieved from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Schwartz, M. (March 9, 2018). The Implications of Three Adult Learning Theories on Instructional Design. Retrieved from https://elearningindustry.com/adult-learning-theories-on-instructional-design-implications-3
I feel the use of a behaviorism perspective for learning design can lead to great efficiency. Drills, games, quizzes, and other activities that are aimed at a recall and/or association level can based in behaviorism by utilizing immediate reinforcement for proper recall. To me, this seems like it would be an efficient way of helping students achieve recall related learning objectives. Since students often come to classes from varied backgrounds, this can be especially beneficial to help get everyone on the same page in a class as far as basic knowledge of a subject is concerned.
On the flip side, higher education courses often require higher levels of learning. Behaviorism in learning design usually requires a distinct outcome. Similarly, it doesn’t account for cognitive processes. So, it seems to not be appropriate for higher levels of thinking/learning.
One online learning experience that uses behavioral theory would be a drill/game to memorize how to calculate key financial ratios. This is a recall/association activity, which is appropriate for the use of behavioral theory as a primary driving theory (Keramida 2015). There will be a stimulus presented, response from the student (to choose numbers), and reinforcement for correct or incorrect answers. More specifically, after learning about 5 different ratios, the students will be presented with a set of financial statements and asked to find the appropriate numbers to calculate a particular ratio. 5 Points will be rewarded for accurate identification of the appropriate numbers to calculate the given ratio. The student will receive -1 point for each incorrect number identified. This will repeat for a 2-minute period with points accumulating. The student can repeat the activity (with questions randomly drawn from a pool) as many times as they like to try to improve their “high score” for the drill/game.
Stimulus: viewing financial statements
Response (observable behavior): choosing the correct numbers to calculate the requested ratio
Reinforcement: points (addition of points for correct answer – positive; subtraction of points for incorrect answer – negative)
Keramida, M. (May 28, 2015). Behaviorism in Instructional Design for eLearning: When and How to Use It. Retrieved from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use