1. karen fant, BSN, RN Stephanie gUZMAN, BSN, RN Dr. smith, PHD, RN
Learning Theories
karen fant, BSN, RN
Stephanie gUZMAN, BSN, RN
Dr. smith, PHD, RN

2. Reading material Reading assignment Chapters 2,3 & 4
Oermann, M.H. (2015). Teaching in nursing and the role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. New York: Springer Publishing Company.

3. OBJECTIVES
The class will discuss (understanding on Bloom’s Taxonomy) the differences in behaviorism, cognitivism and social cognitivism as a summary of the provided information
The class will distinguish (analyzing on Bloom’s Taxonomy) the differences in behaviorism, cognitivism and social cognitivism as a comparison of the information provided
The class will discuss (understanding on Bloom’s Taxonomy) the differences in humanism, constructivism and brain based learning as a summary of the provided information
The class with distinguish (analyzing on Bloom’s Taxonomy) the differences in humanism, constructivism and brain based learning as a comparison of the information provided

4. Introduction
Teaching and learning methods have been used for many years where it is even traced back to the Babylonian era and it was briefly mentioned as an “apprenticeship model” (Oermann, 2015). Over the last 150 years, scientists developed theoretical methods that possibly explained learning processes. With lack of technology, theorists were forced to formulate their own learning processes via observation where major learning theories were then developed.

5. BEHAVIORISM
A. Learning as change in the method or frequency of a behavior due to some interaction with the outer environment
I. Ivan Pavlov
Classical conditioning
II. Edward Thorndike
Connectionism
III. B.F. Skinner
Operant Conditioning
Behavioral theory is defined learning as the “change in the method of frequency of a behavior due to some interaction with the outer environment” (Oermann, 2015). Where learning is a change in behavior, shaped by an external environment. Ivan Pavlov, Edward Thorndike, and B.F. Skinner, examined learning using a behaviorist perspective. Their work focused on learning as behavior change “developed through external conditioning and reinforcement” (Oermann, 2015). Pavlov is known for his classical conditioning work, a multistep process that entailed “introducing an unconditioned stimulus, which brings about an unconditioned response” (Oermann, 2015). Thorndike is known for “focusing learning, individual differences, intelligence, and transfer of knowledge” where he developed the concept of connectionism. He believed one learned by trial and error as well as teaching students when they are “ready to learn” (Oermann, 2015). Skinner, is known for his operant conditioning “where changing behavior using reinforcement that follow that follows desired response” (Oermann, 2015).

6. Write down an example of pavlov’s classical conditioning…
“For Pavlov, this entailed presenting a dog with meat, which in turn resulted in salivation. While he was training the dog, a metronome would be ticking in the background. Over time, the dog would become conditioned to the metronome and would start to salivate when the metronome ticked.” (p.17 Oermann, 2015).

7. behaviorism Teaching methods Guided practice Lecture Repetition
Skill Exercises
Behaviorism is “no longer a predominant educational perspective” but the concepts of negative and positive reinforcement continue to retain their usefulness this day in age (Oermann, 2015). With behaviorism, there are pros and cons or strengths and weaknesses to each scientist’s perspective. As a parent, I continue to parent in a Skinner form where negative actions ask for negative reinforcement and positive actions for positive reinforcement. Although this may be downed upon, I can easily say my children are well behaved. The upside done do it is that my children do have fear of me. I do not appreciate this, because growing up I disliked having that feeling towards my parents. In special situations, it is appropriate to consider “doing nothing” or “standing still” per Skinner but 20 years later, I can consider myself a very well-behaved individual and did not struggle in school in that aspect (Moore, 2011). I believe “repetition” of this discipline aided in mine and my children’s behavioral structure if you will (Oermann, 2015).

8. Cognitivism
Learning as semi-permanent change in mental processes or associations
I. Jerome Bruner
Cognitive Growth Theory
II. Robert Gagne
Information Processing Theory
Cognitivism consolidates the work of theorists Jerome Bruner, Robert Gagne, Lev Vygotsy and the definition of cognitive theory is a “semipermanent change in mental processes or associations” (Oermann, 2015). Cognitive theorists do not look at cognitive theory at an outward demonstration of learning but they gear the idea more towards “internal processes and connections that take place during learning” (Oermann, 2015). Changes may be seen in behavior, but the “behavior is due to a change in cognition” and most of the learning is in the “learner, not in the environment” (Oermann, 2015). These theorists believe people selectively choose to pay attention to environmental details, then they transform data into information, and rehearse the information relating to what is already known.

9. Cognitivism Teaching methods based on cognitivism Problem-solving
Reciprocal teaching
Scaffolding
This theory is strongly summed up by four processes of information, which are (1) encoding when environmental information in felt for use, (2) processing of the information, (3) storage after encoding, and (4) retrieval of information when needed. Cognitivism is ‘‘the view that when we make a moral judgment we thereby express our beliefs about the way these moral facts are” which can be difficult to assess (Harold, 2012). But it is simply a part of how our minds work, at the sub-personal level, that significance automatically triggers the use of this mechanism (Goodman, 2016).

10. Social Cognitivism
Social-cultural cognition – all learning occurs in a cultural contest and involves social interactions
Lev Vygotsky
Zone of proximal development
Albert Bandura
Social Learning Theory
Social constructivism is a learning theory developed by Lev Vygotsky in the 1900s that explores cognitive learning through social and environmental interaction. According to this theory, learning is a process which increases according to the available knowledge base of peers and teachers and how that knowledge builds on the learners previous experiences and knowledge base. Chen (2012) states learning is not only based on an individual’s past academic experiences, but also on the collective experiences of the persons in the learning environment. One particular concept that came from Vygotsky’s work was referred to as the zone of proximal development (ZPD), which describes the difference between (a) what the learners can learn on their own and (b) what they can learn under the guidance of a facilitator or others in the learning environment (Clapper, 2015, p. 150). The core idea is that with more capable peer or teacher assistance, students are able to operate at a higher level than they could on their own, and this enables them to learn to operate independently at this level (Wass & Golding, 2014, p. 672).

11. Social Cognitivism Teaching methods Demonstration/return demonstration
Observational learning
Role modeling
Scaffolding
Examples of social cognitivism theory use in nursing education includes web-based learning where basic knowledge exists but where the learner is exposed to a broader spectrum of experience through interaction with teachers and peers. According to Chen (2012) a web-based learning environment provides communication channels among teachers, students and the learning environment that can promote learning and thinking through collaboration among users in the learning community. An ideal situation includes the use of grouped individuals who study independently and then bring that knowledge to the group collectively for reflection and for project presentation. The more interaction among members and teachers in the online learning environment through the sharing and communication tools, the more learning paths and portfolio of learners will be retained in the online learning's environment (Chen, 2012, p. 519). However, for these processes to be successful learners must be appropriately motivated and have some knowledge of how to navigate online media. On the flip side, multimedia learning environment can improve learners’ motivations and stimulate learners' positive emotions (Chen, 2012, p. 523). If used appropriately social cognitivism and the ZPD allows teachers to be able to identify and assist those learners who may be in a state of uncertainty before they are able to move on to the next phase of learning. But the levels of the ZPD must be set at appropriate levels of attainability for the learners to be able to make the leap from exploration of a topic to changed behaviors.

12. Humanism Learning as a personal act to fulfill one’s potential
Abraham Maslow
Hierarchy of Needs
Carl Rogers
Extended idea of hierarchy of needs by including the need for an environment that provided genuineness, acceptance and empathy
Including Humanism into the classroom will take a teacher who has great knowledge of the subject taught to the attending audience. Based on the idea that "learning is viewed as a personal act to fulfill one's potential (Oermann, 2015) p. 19, the educator should be aware of the goals for each learner. A classroom filled with one type of learner, whether curious, investigative, or someone who must be dragged to the subject could make for a difficult time for the teacher and a frustrating time for the learner. This process requires for the student to actively participate. In the article, Teaching and learning innovations for postgraduate education in nursing, Phillips, Forbes, and Duke, write that student-centered learning is promoted when involving Humanism into the classroom setting.

13. Humanism Teaching methods Participatory and discovery methods
Allowing students choices and opportunities for learning
Providing resources and encouragement for learning
A weakness of Humanism theory is assuming that learners have goals and understand what their potential could be. Some people have not been challenged enough to realize what they can and cannot do. Humanism is not unlike the Montessori teaching model started in Rome in In this venue, great teachers excel -bringing out the potential in their students.
Constructivism builds on what knowledge the learner has established in prior activities of life and learning. This type of learning works well in a surgical setting where tasks build on each other to complete operations.

14. QUESTION #1 What is behaviorism?
A. Learning as change in the method or frequency of a behavior due to some interaction with the outer environment
B. Learning as semi-permanent change in mental processes or associations
C. All learning occurs in a cultural contest and involves social interactions
D. Learning as a personal act to fulfill one’s potential
A. Learning as change in the method or frequency of a behavior due to some interaction with the outer environment (p.16 Oermann, 2015).

15. Constructivism
Learning is an active, contextualized process of constructing knowledge through experiencing and reflecting on the experience rather than acquiring it
1. John Dewey
II. Jean Piaget
a. learning is a developmental process
III. David Kolb and Roger Fry
a. Experiential Learning Model

16. Constructivism Teaching methods of constructivism Case studies
Class discussions
Cooperative learning
Problem-based learning

17. Brain Based Learning
“The active engagement of purposeful strategies based on principles derived from an understanding of the brain”
Examples of Teaching strategies
Pre-expose learners to content prior to the lesson
Provide frequent, non-judgmental feedback
Set high standards
When first hearing the words brain-based learning someone might think that the term sounds redundant. Brain-based learning theories utilize what is known through neuroscience to shape the way educators teach their students. Brain-based learning is based on research that has shown students retain, learn, more information when the instructors utilizes meaningful, elaborate, and contextual techniques in real-world examples. (Degen, 2014) Working within the right level of stress can promote learning and keep the individual focused. Accompany stress with the right level of complexity in a real-world context and the brain is more likely to create lasting binding in the string of information our brains store.
The problem with brain-based learning in a classroom is the fact that everyone is different and keeping the perfect balance of stress for one student may send another over the top. Brain-based learning is perfect for single student or a small group. An instructor would need to consider combining several different learning theories with brain-based learning to ensure its success in a large group.
Brain-based learning in groups would require the help of other theories like Humanism and Constructivism in order to be successful. Most things having to do with the human mind require a multifaceted approach to work with everyone. The problem is finding the right mix of these theories with the right instructor. The strengths of these theories are not just totally based on the group of students, each instructor will be different as well. There is no one size fits all in education, it is a multifocal challenge for both the instructor and the students.
Nursing education is different than teaching math, English, or even the sciences. Other subjects have a single focus. Nursing education has to incorporate all of those single focuses into a complete working theory that has both cognitive and physical attributes. Because of this, nurse educators will need to have a stronger grasp of multiple teaching methods and be able to use them simultaneously to teach vast amounts of information in a limited timeframe.

18. Question #2 what is brain based learning?
TRUE/ FALSE: Learning is an active, contextualized process of constructing knowledge through experiencing and reflecting on the experience rather than acquiring it
FALSE
The answer is: The active engagement of purposeful strategies based on principles derived from an understanding of the brain (p.20 Oermann, 2015).

19. review BEHAVIORISM COGNITIVISM SOCIAL COGNITIVISM HUMANISM
CONSTRUCTIVISM
BRAIN BASED LEARNING
Behaviorism, contributed by Ivan Pavlov, Edward Thornlike, B.F. Skinner believed, learning as change in behavior due to some interaction with the outer environment.
Cognitivism, contributed by Jerome Bruner, Jean Paget, Robert Gagne believed, is learning as an internal process or association.
Social Cognitivism, contributed by Lev Vygotsky believed, is where all learning occurs in a cultural contest and involves role of social processes as well as internal processes.
Humanism, contributed by Carl Rogers, Abraham Maslow believed, is learning as a personal act to fulfill one’s needs.
Constructivism, contributed by Carl Rogers, Jean Paget, John Dewey believed, is learning is an internal process stemmed from past knowledge.
Brain Based Learning, contributed by Sousa, Jensen believed, is the active engagement of purposeful strategies based on principles derived from an understanding of how the brain works.

20. Questions…
Fast forward to present tense, we are now able to see “which parts of the brain are activated by different stimuli” (Oermann, 2015). We are aware of how the brain works but the remaining question is, what is the ideal way to assist students within their learning process?
Education is multifaceted and requires multiple approaches to effectively and successfully impact our diverse student population. It is important to recognize that learning occurs in various ways and that opportunities to provide specific learning guides will affect a broad student audience. By thoughtfully providing these opportunities, educators will be creating engaged and active participants that will ultimately become engaged and active nurses.

21. REFERENCES
Chen, Y. (2012, November 2012). The Design of web-based learning environment to actively connect human brain and goble brain. Procedia - Social and Behavioral Sciences, 64,
Clapper, T. C. (2015). Cooperative-based learning and the zone of proximal development. Simulation & Gaming, 46(2), /
Degen, R. J. (2014). Brain-Based Learning: The Neurological Findings About the Human Brain that Every Teacher should Know to be Effective. Amity Global Business Review,  
GOODMAN, R. (2016). COGNITIVISM, SIGNIFICANCE AND SINGULAR THOUGHT. Philosophical Quarterly, 66(263), doi: /pq/pqv074.

22. references
Harold, J. (2012). Cognitivism, non-cognitivism, and skepticism about folk psychology. Philosophical Psychology,25(2),
Moore, J. (2011). BEHAVIORISM. Psychological Record, 61(3),
Muthivhi, Azwihangwisi E Piaget’s theory of human development and education. n.p.: Gale Virtual Reference Library, EBSCOhost (accessed June 19, 2017).
Oermann, M.H. (2015). Teaching in nursing and the role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. New York: Springer Publishing Company.

23. References
Phillips, D., Forbes, H., & Duke, M. (2013). Teaching and learning innovations for postgraduate education in nursing. Collegian, doi: /j.colegn
Reynaldo B., I., & Laliene T., I. (2016). Outcomes-based teaching for brain-based learning vis-à-vis pedagogical content knowledge. Asia Pacific Journal Of Multidisciplinary Research, Vol 4, Iss 2, Pp (2016), (2), 65.
Wass, R., & Golding, C. (2014, August 1, 2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671–684. Retrieved from