Learning Theories are frameworks that are extensively used by Instructional Designers to meet the requirements of the target audience and the situation.
To do justice to this mandate, an Instructional Designer must first understand the Learning Theories in order to apply them. Once they understand the strengths and weaknesses of each Learning Theory, they can optimise their use.
In this blog, I provide an introduction to three traditional Learning Theories, namely:
Furthermore, I show examples that illustrate how they can be used in designing eLearning courses.
Before I outline how Learning Theories can be used in designing eLearning courses, let me highlight a couple of foundational aspects on:
Learning Theories are conceptual frameworks that describe the manner in which the information is absorbed, processed and retained during learning. Often, the same content can be presented in different ways. Learning Theories provide a framework for such learning solutions.
The factors that influence learning are:
Learning Theories impact learning practices by:
From the range of options that you can pick from, I will focus on three key traditional Learning Theories, namely:
Example: In an online learning course that required learners to memorise the capital cities of states:
Example: In an online learning course that involved two sets of audiences with varied knowledge levels taking the same application training:
Example: In an online learning course for Instructional Designers on how to write effective storyboards:
Typically, one Learning Theory may not be adequate as a stand-alone framework and often strategies promoted by different theories would inevitably overlap.
You can pick from a wide range of options to test the learner’s knowledge and decide on the most appropriate strategies and solutions to meet a variety of learning situations.
I hope this blog provides a glimpse of traditional Learning Theories and more significantly, how they can be used in designing eLearning courses. If you have any queries, do contact me.
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