Category: Learning Theories & Models
Cognitive Load Theory of Multimedia Learning (Sweller)
Summary: A theory that focuses the load on working memory during instruction.
Originators and proponents: John Sweller
Keywords: cognitive load theory, working memory, multimedia learning
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Cognitive Theory of Multimedia Learning (Mayer)
Summary: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information.
Originator: Richard Mayer
Key terms: dual-channel, limited capacity, sensory, working, long-term memory
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Problem-Based Learning (PBL)
Summary: Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems.
Originators: Late 1960s at the medical school at McMaster University in Canada.
Key Terms: open-ended problems, self-directed learners, teacher as facilitator, student as problem solver
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Experiential Learning (Kolb)
Summary: A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behavior.
Originators: David A. Kolb (1939-)
Key Terms: Learning cycles, learning styles, concrete experience, reflective observation, abstract conceptualization, active experimentation
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Affordance Theory (Gibson)
Summary: Affordance theory states that the world is perceived not only in terms of object shapes and spatial relationships but also in terms of object possibilities for action (affordances) — perception drives action.
Originators: J. J. Gibson (1904-1979)
Keywords: Affordances, direct perception, ecological
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GOMS Model (Card, Moran, and Newell)
Summary: The GOMS Model is a human information processing model that predicts what skilled users will do in seemingly unpredictable situations.
Originators and proponents: Card, Moran and Newell in 1983; Bonnie John et al.
Keywords: Goals, operators, methods, selection rules
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Discovery Learning (Bruner)
Summary: Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves.
Originator: Jerome Bruner (1915-)
Keywords: Inquiry-based learning, constructivism
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Situated Learning Theory (Lave)
Summary: Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture.
Originator: Jean Lave
Key Terms: Legitimate Peripheral Participation (LPP), Cognitive Apprenticeship
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Attribution Theory (Weiner)
Summary: Attribution Theory attempts to explain the world and to determine the cause of an event or behavior (e.g. why people do what they do).
Originator: Bernard Weiner (1935- )
Key terms: Attribution, locus of control, stability, controllability
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Stage Theory of Cognitive Development (Piaget)
Summary: Piaget’s Stage Theory of Cognitive Development is a description of cognitive development as four distinct stages in children: sensorimotor, preoperational, concrete, and formal.
Originator: Jean Piaget (1896-1980)
Key Terms: Sensorimotor, preoperational, concrete, formal, accommodation, assimilation.
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