Behaviorism

 

Origins

Behaviorism has its roots in the scientific study of behavior in individuals. It was first defined by Ivan Pavlov (1849–1936) in his study of canine digestive habits and classical conditioning, and later refined by Edward Thorndike (1898) in his work with cats and puzzles and the “law of effect,” John B. Watson (1878–1958) who focused on controlling “observable” behavior, and Burrhus Frederic (B.F.) Skinner (1904–1990) and his study of how behavior was affected by consequences described in his theory of operant conditioning. (Dumper, 2019)
 

Defined

According to Behavioral Learning Theory, learning is acquired through the process of stimulus and response whereby the teacher presents the information to be learned and then uses certain stimuli to elicit the appropriate response. Through repetition and positive and negative reinforcements, the new information (skill, habit, knowledge) is learned.
 

Methodology

In an educational context, Behaviorist methodology is teacher-centered instruction where skills and abilities are presented in a systematic and predictable way using repetition and positive and/or negative reinforcement (verbal feedback, grades or prizes/negative consequences) until it leads to the desired behavior of the student.  For example, “skill and drill” lessons, question and response exercises, or review of previously learned material. Learning is measured through observable behavior such as test performance, whether written or verbal.
 

Application

Behaviorist teaching methods are most successful where there is only one “correct” response or it is material that is easily memorized, such as vocabulary, facts and formulae, and simple concepts.  It is not recommended for the acquisition of complex concepts that require analytical thinking and higher order skills. 
 

Example Learning Scenario

In the first module of an online participatory design course, learners are asked to Identify the different types of participatory design approaches - Design For (human-centered design,) Design With (co-design) and Design By (user-generated design.)
 
  • The stimuli includes a table that defines each type of design, a visualization of each definition, a video that discusses situations where each would be appropriate, and finally written case-studies in brief that provide real-world examples.
  • The response is in the form of a multiple choice quiz that provides scenarios and the learner is asked to choose which type of design is being described.
  • The positive reinforcement includes points received for correct answers and the ability to move on to the next module.
  • The negative reinforcement is that If after 3 attempts, a score of at least 80% is not achieved, the Learner has to go back to the beginning and try again. Learners can not go on to the next module until they have answered the questions correctly.
  • Pro: It provides instant feedback to the learners and the instructors so that they know where they stand with understanding the material.
  • Pro: It is particularly effective when learning terms or formulae that are being taught out of context in order to create a foundation or scaffolding for more complex material, and that have only one correct response.
  • Con: Not suitable when learning depends on independent study or social interactions where there is no one correct answer.
  • Con: Relies solely on teacher-directed lectures and materials, which may not be suitable for certain types of learners.

References

Dumper, K., Jenkins, W., Lacombe, A., Lovett, M., & Perimutter, M. (n.d.). 6.2 A Short History of Behaviorism. Retrieved May 30, 2019, from https://opentext.wsu.edu/psych105/chapter/6-2-a-short-history-of-learning-and-behaviorism/

Behaviorism. (n.d.). Retrieved May 28, 2019, from https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/beh..., Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.

Pappas, C. (2017, December 15). Instructional Design Models and Theories: Operant Conditioning Theory. Retrieved May 30, 2019, from https://elearningindustry.com/operant-conditioning-theory

Graham, G. (2019, March 19). Behaviorism. Retrieved May 30, 2019, from https://plato.stanford.edu/entries/behaviorism/#SkinSociWorl

Tarfuri, D., & Molisso, V. (2017). Theories of Learning and Innovation in Didactics. Retrieved May 30, 2019, from https://www.iiardpub.org/, IIARD PublishingInternational Institute of Academic Research and Development