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Running Head: LEARNING THEORY APPLICATION

The Applicability of Learning Theory

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LEARNING THEORY APPLICATION
Introduction

The article "The effects of self-regulated learning processes on e-learning outcomes in

organizational settings" addresses an important issue of self-regulation in the learning process

among organizations. The paper explores the complicated issues regarding various learning

theories: behaviorism, cognitivism, constructivism, and humanism in relation to e-learning. By

traversing the basics of every idea and its impact on self-directed learning, we attain knowledge

about how such heterogeneous standpoints have molded e-learning strategies over time. Thus, it

is important to have an overall framework comprising behaviorist principles and cognitivist

insights that include constructivist approaches and humanistic values toward better outcomes in

learning settings across organizations' e-learning environments.

Behaviorism, Humanism, Constructivism, and Cognitivism in Learning

As a learning theory, behaviorism holds that external stimuli with reinforcements

condition behaviors. According to behaviorism in the context of e-learning, learners can be

encouraged and guided to achieve certain targets by linking rewarding incentives to expected

behaviors. An example can be achieved through awarding or positive reinforcement after one

completes the electronic learning units as per behaviorism associative learning. Behaviorism

might be less effective than expected in describing a complicated issue such as SRSL that entails

internal mental activity and voluntary actions.

On the other hand, cognitivism shifts the attention inside to the cognitive mental

processes, including memory, problem-solving, or informational processing. Schema theory

becomes relevant as it identifies previous mental frameworks as a mechanism for assimilating

new information to learners in e-learning. Cognitive load theory provides a chance to build an
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effective course design in e-learning, where learning processes require a justifiable level of

mental strain (Wan et al., 2013). Cognitivism, unlike behaviorism, acknowledges the importance

of processing within self-regulated learning.

In contrast to behaviorism and cognitivism, constructivism maintains that learning as a

personal experience is an active process of constructing knowledge from one's personal

experiences and understandings. This means creating appropriate environments for exploration

and discovery in e-learning. Such practices, for example, learners performing hands-on activities,

simulation, or group projects, are consistent with the concepts of cognitive and social

constructivism. The idea of self-regulated learning has to do with the construction of the

meaning, which is a critical component of constructivism, and this involves the recognition of

the student's autonomy in creating one's knowledge or understanding.

The fourth major theory in learning is humanism, which emphasizes self-empowerment,

self-realization, and fulfilling one's needs. Humanism underscores internalized motivation and

self-guided learning in e-education (Herron, 2010). E-learning results could be improved if users

were allowed to decide on the areas of interest. The other humanistic concept – experiential

learning – finds embodiment in e-learning via, for example, the simulation or replay of real-life

scenarios where one learns by linking what is understood to personal experience. Self-regulated

learning is in accordance with the aspect of humanism, which recognizes the role of the

individual in setting their own goals and choosing the direction of their learning process.

Finally, behaviorism, cognitivism, constructivism, and humanism all have different views

towards learning; however, current contexts of virtual education and self-regulation of

knowledge require new holistic methods that consider both exterior triggers of behavior and

inner cognitive processes taking place inside a person.

Associative Learning: Behaviorism relies on the concept of associative learning whereby

people link stimulus events with response ones through experience. This principle highlights the

need for reinforcement of positive behaviors in the world of e-learning. Likely, learners will

always develop a positive attitude if e-learning modules are associated with good feedback and

rewards. Reinforcement creates an enabling environment that promotes productive behavior, thus

facilitating effective learning.

Operant Conditioning: Behaviorism includes a theory of learning called operant

conditioning. The operational condition can also be applied in the context of online training, and

this is where teachers use positive reinforcement to recognize the attainment of certain successes.

For instance, they acknowledge and reward learners in order to motivate them as they

accomplish new achievements and overcome more complex notions. On the contrary, when

learners associate undesirable behaviors with negative consequences, they become interested in

avoiding such activities.

Cognitivism

Schema Theory: Schema theory focuses on existing cognition systems and is included

under cognitivism. However, in e-learning, recognizing existing schemas of learners and

assimilations of these into the curriculum are very important. Such matching of course content

between learners' mental frameworks makes learning more meaningful as learners can digest and

internalize new ideas easily. The schema theory argues that learning should be based on what is

known already and should, therefore, create a bigger comprehension.

learning, which implies that designers of instruction must handle such cognitive load in order to

accomplish good learning outputs. For example, educators can use this theory in the e-learning

environment to avoid bombarding learners with information in one go. In line with the cognitive

load theory, strategies such as breaking down complex concepts, using multimedia appropriately,

and helping clear instructional cues help learners process information easily and conveniently.

Constructivism

Cognitive Constructivism: Cognitive constructivists emphasize learning activities

through which individuals develop knowledge as a result of their mental training and experience.

In e-learning, this means providing ways for learners to interact directly with the material.

Simulations and case studies are interactive tools that require learners to use the current

information they possess and make new interpretations of its meaning. This makes it clear that

learning is a dynamic and individual phenomenon.

Zone of Proximal Development (ZPD): Social constructivism posits that learners flourish

best when tasks are within the area of proximal development or ZDP. When it comes to e-

learning, knowing a learner's ZPD means constructing learning activities for their comfort zones

but also going a little bit further. This creates an environment in which they are adequately

challenged while also ensuring that they are provided with adequate support to aid in the

satisfactory accomplishment of tasks, stimulating growth and skill mastery.

Humanism

Self-Determination Theory (SDT): Humanism-derived SDT stresses intrinsic motivation

and self-control in learning. Allowing flexibility and autonomy of the learner within the
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framework of SDT is one of the essential conditions of e-learning. Choice in topic, project, or

learning path is conducive to intrinsic motivation since learners acquire a sense of ownership

over their education and self-determination.

Experiential Learning: Humanists propose that experiential, personalized learning is the

most appropriate method for true education because such kind of knowledge is more relevant in

everyday life than just abstract theories. This could mean using interactive components within e-

learning, such as simulations, virtual scenarios, or hands-on projects that represent authentic

situations. In addition to being theoretically rooted, experiential learning also provides learners

with practical perspectives that enrich their overall comprehension of the topic.

Essentially, there is a need for careful consideration of the relationships between external

stimuli, cognition processes, active knowledge building, and learner agency in integrating these

theories into e-learning designs. The utilization of each approach brings a different viewpoint

into learning processes; thus, adopting an appropriate use of these theories in e-learning practices

will enable the enhancement of interactive, competent, and student-oriented learning conditions.

Strategies for Increasing Learning Success

Metacognitive Strategies

The approach comprises awareness and knowledge about one's thinking patterns.

Metacognition is a term used for applying one's mind to various learning aspects, and it has been

found to play an extremely significant role in enhancing learning outcomes. These comprise

defining learning targets, tracking learner progression, and evaluating learning methods. Take,

for example, where learners can break down larger learning objectives into smaller and
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manageable goals that will enable them to study systematically. Checking comprehension and

adjusting exploring approaches guided by personal evaluation help to polish the study process.

Effective strategies that improve students' learning – metacognition.odd/mandatory The

study finds that techniques like setting a specific goal, testing oneself, and revisiting material at

intervals are very helpful in the learning process. Metacognitive-based strategies ensure lasting

grasp and comprehension through longer terms.

Active Learning Strategies

Active learning refers to a process of engaging actively with the learning material and not

just passively receiving it. Involvement in a discussion process, working on problems, etc.,

furthers understanding and remembering what one knows. Not only does active learning lead to

active learning, but it also makes it possible to relate the knowledge gained to practice, which

significantly enhances its learning effect. For instance, this concept is beneficial because it offers

a more effective way of comprehending and helps prepare students for actual utilization.

In their 2014 meta-analysis, "Active Learning Increases Student Performance in Science,

Engineering, and Mathematics," Freeman et al. demonstrated that implementing active learning

techniques such as group discussions, problem-solving activities, and interactive sessions

significantly enhanced students' performance and lowered failure rates (Freeman et al., 2014).

This implies that embracing active learning strategies fosters an effective learning process.

Application of Psychological Research Skills

Metacognitive Strategies
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Research has proven that metacognitive techniques are effective enough. On top of that, a

scholarly work supporting the importance of metacognition in line with the study by Schraw

(2013) is "Metacognition in Learning and Instruction" (Schraw, 2013). Metacognition is a vital

element in improving learning outcomes, according to Schraw. He also states that metacognitive

strategies help learners become more self-regulating. Metacognitive strategies like goal-setting,

self-monitoring, and reflection are highly stressed in both studies. This implies that

metacognition by learners actively contributes to better experiential learning and higher

performances in school.

Active Learning Strategies

Among these studies, Wan et al.'s (2012) meta-analysis has been crucial in providing

evidence for active learning strategy. Additionally, " Effectiveness of Active Learning in the Arts

and Sciences by Mello and Less examines different forms of active learning with respect to how

students engage with this material and what they learn from it ( Mello & Less, 2013). The

findings of both studies are consistent in showing that including dynamic learning approaches

like discussions, problem-solving, and practical works boosts academic performance. This

research points out that we have moved away from just traditional passive learning towards a

more active, constructive, and participatory approach for learners.

Conclusion

There are intense demands for a balanced educational model when considering the

complex relationship between behaviorism, cognition, constructionism, and humanism within

organizational e-learning. This research by Wan, Compeau, and Haggerty reveals the multi-

dimensional perspective of the self-regulated learning process, which should go beyond mere
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pedagogy. For my part, it is a revealing journey into what counts for educational reforms today in

the world at large, inviting schools and policy-makers to open themselves up to new ideas. In this

regard, I concur with the idea that the combination of these theories adds texture to the e-learning

cloth that stresses the learner's agency, intrinsic motivation, and fluid interaction. Specifically,

the metacognitive and active learning strategies are essential pointers on how meaningful,

relevant, and impactful learning activities can be achieved. This synthesis emphasizes the

necessity of change, flexible methods, and an unwavering attitude towards improving learners'

journey with organizational e-learning while moving along with my education path.
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References

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth,

M. P. (2014). Active learning increases student performance in science, engineering, and

mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.

Herron, S. A. (2010). Natalie Rogers: An experiential psychology of self-realization beyond

Abraham Maslow and Carl Rogers (Doctoral dissertation, Saybrook University).

Mello, D., & Less, C. A. (2013). Effectiveness of active learning in the arts and

sciences. Humanities Department Faculty Publications & Research, 45.

Schraw, G. (2013). On the development of adult metacognition. In Adult learning and

development (pp. 89-106). Routledge.

Wan, Z., Compeau, D., & Haggerty, N. (2012). The effects of self-regulated learning processes

on e-learning outcomes in organizational settings. Journal of Management Information

Systems, 29(1), 307-340.