Perspective (graphical)

Neuroscience

Cognitive science

International relations

Multimedia

Psychotherapist

Politics

Human–computer interaction

Operating system

Cognitivism (psychology)

Mathematics education

Visual arts

Constructivism (international relations)

Instructional design

Cognition

Political science

Instructional simulation

Artificial intelligence

Psychology

Virtual reality

Programming language

Viewpoints

Computer science

Interpretation (philosophy)

Behaviorism

Learning theory

Learning sciences

Process (computing)

Experiential learning

Performance Improvement Quarterly

The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations.

Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective