Running head: LEARNING THEORIES AND ONLINE ENVIRONMENT: PARTS I & II 1

Learning Theories and Online Environment: Parts I & II

Pia L. Bowes

Grand Canyon University: TEC 541

Ms. Kathy Huggard

3/11/18
LEARNING THEORIES AND ONLINE ENVIRONMENT: PARTS I & II 2

Designing instruction can be difficult without having a direction or specific goal in mind.

Having knowledge about learning theories and student learning styles can help with that process.

The following assignment contains a learning theories and online environment diagram and its

subsequent reflection.

Part I

I chose to use to indicate different components of my diagram with different colors and

shapes. I hope that this is not too difficult for anyone to read and understand. It should be noted,

that while I did in-text citations on my diagram, the references for my diagram and reflection

essay are listed on the references page of this paper. It should also be noted that the area for me

to complete my graph was much smaller than the visible are on the webpage. This is the link to

my digital diagram:

https://creately.com/diagram/jfw0yu24/Ovi7t02WL1xXDALvG9ZK36OCoz0%3D

Part II

I chose the Social Development Theory, the Cognitive Load Theory, and the Elaboration

Theory. Both the Cognitive Load Theory and the elaboration theory were derived from

cognitivism. Cognitivism focuses on the cognitive functioning and thinking processes within the

brain (Semple, 2000). Cognitive Load Theory focuses on the steps required to learn information.

The Elaboration Theory focuses on elaboration of a learning topic from general information to

specific information within the topic of concept. Social development theory is derived from the

constructivism. Constructivism focuses on building knowledge through applying past and current

experiences (Jiang & Perkins, 2013). The Social Development Theory focuses on student

learning through social interactions (David, 2014).

LEARNING THEORIES AND ONLINE ENVIRONMENT: PARTS I & II 3

Though some of the design strategies were originally connected to one theory, I found

that some of them could be applied to more than one theory. Four instance keeping a cognitive

load to a minimum was primarily from the cognitive load Erie, but you can also apply to

elaboration theory because elaboration theory focuses on concepts becoming increasingly

complex and if too much information is included students may have difficulty retaining in

learning information. Creating meaningful learning content can also apply to both elaboration

theory and cognitivism because those theories focus on building knowledge through processes in

the brain. Building meaning is important to reinforce student leaning (Degen, 2014). When I

thought about the different types of learning styles, it occurred to me that all of the theories could

support can a static, auditory, and visual learners.

The learning theory that most relates to my teaching style is the elaboration theory. I have

students with special needs, but I also have students who are above average in some areas. This

theory allows me to move students to increasingly complex concepts, but only when they are

ready. I make a point of not holding students back, if they have already mastered a scale and I try

to challenge students within each activity. When I have students completing activities online, I

divide them into groups and have some students working on the basics of concepts, while others

I challenge to complete new activities.

Conclusion

Understanding learning theories can be extremely beneficial when designing instruction,

whether it’s for online learning or traditional learning.

LEARNING THEORIES AND ONLINE ENVIRONMENT: PARTS I & II 4

References
Culatta, R. (2018-a). Constructivist theory. Retrieved from

http://instructionaldesign.org/theories/constructivist/

Culatta, R. (2018-b). Elaborative theory. Retrieved from

http://instructionaldesign.org/theories/elaboration-theory/

David L. (2014). Social development theory. Retrieved from https://www.learning-

theories.com/vygotskys-social-learning-theory.html

David L. (2015). Cognitivism. Retrieved from https://www.learning-

theories.com/cognitivism.html

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, 915-23.

Jiang, X., & Perkins, K. (2013). A conceptual paper on the application of the picture word

inductive model using Bruner's constructivist view of learning and the cognitive load

theory. Interdisciplinary Journal Of Teaching And Learning, 3(1), 8-17.

Semple, A. (2000). Learning theories and their influence on the development and use of

educational technologies. Australian Science Teachers Journal, 46(3), 21.

Solomon, H. (n.d.). Cognitive load theory. Retrieved from

http://instructionaldesign.org/theories/cognitive-load/