BEHAVIORAL LEARNING THEORY

Learning theories aim to explain the nature of learning and how it can be observed and measured. Each theory presents different arguments for how learning occurs, and I have found behaviorism particularly compelling after gaining a deeper understanding of its impact on teaching and learning.

With nearly a decade of teaching experience, I have implemented key behaviorism concepts, principles, and mechanisms in my instruction without knowing it is behaviorism. Behaviorism’s focus on the relationship between stimuli and responses, reinforced by positive or negative reinforcement, has proven highly effective in creating an engaging, interactive classroom environment. By applying classical and operant conditioning, I have enhanced my teaching, ensuring students are more engaging and motivated.

The theory’s reinforcement schedules (continuous and intermittent reinforcement) are valuable tools for maintaining student engagement. Especially, the intermittent reinforcement schedules, such as fixed ratios and intervals or variable ratios and intervals, transform my teaching into a more active and challenging process. However, while these reinforcement strategies can encourage desired behaviors, behaviorism has some limitations that I can’t ignore. One limitation is its heavy focus on observable behaviors, which neglects the internal cognitive processes that are also crucial for learning. In some cases, it overlooks how students internalize information and develop higher-order thinking skills. 

To overcome these limitations, I will integrate elements from other learning theories, such as cognitivism emphasizing mental processes and social learning theory (SLT), highlighting the role of observation, imitation, and modeling because students learn not only from direct reinforcement but also by observing their peers and instructors. Utilizing all the learning theories can create a more effective approach to instruction.  For instance, behaviorism focuses on reinforcement techniques, cognitivism focuses on problem-solving and reflection, and social learning theory emphasizes collaborative learning and peer interaction. 

Moreover, as I work on an e-portfolio project to design instructional solutions, I now realize that understanding behaviorism is essential not only for classroom teaching but also for instructional design. Thus, despite its limitations, behaviorism has been crucial in my development as an educator and instructional designer, providing foundational strategies for both teaching and learning.