What is Behaviourist Theory of Learning

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This post will provide a brief overview of what the Behaviourist theory of learning is, and some examples of the learning design approaches that can be aligned to behaviourist theory.

Central to the Behaviourist theory of learning is the premise that:

Learning is the acquisition and replication of observable behaviour.

Behaviour is seen as a response by an individual to a stimulus from the environment, and importantly the individual is considered a passive responder to the stimulus/environmental cues, and shaped by the feedback they receive.

It suggests that we learn from the feedback we get from an action, for instance if we are rewarded (reinforced) for an action then we are likely to repeat it, and if we experience negative feedback (punishment) then we are less likely to repeat this action. Over time we therefore learn (and can be relied upon to execute) the responses and behaviours that are appropriate, based on the environmental cues we are presented – we have learnt!

In this theory of learning the brain is considered a passive component, and that the person simply responds to the stimulus presented (called stimulus-response). Additionally, there is no consideration for the impact of cognitive or emotional processes on behaviour/learning.

These points in themselves are problematic, as most people will have experienced the conscious thought attached to many actions they perform on a daily basis, and are also likely to be able to recall when they said something they regretted during an argument, when emotions were running high - essentially we are not robots!

However, while behaviourist learning theory has many critics, not least because of the perception of it as a coercive approach to learning, and the limitations it may have in being able to facilitate the learning of complex concepts, it is important to consider that the brain is structured such that we perform many daily tasks reflexively (stimulus-response). 

Examples include our fight or flight response to danger (or perceived danger), and our ability to drive a car while we hold conversations or daydream about our next holiday. We run these ‘programmes’ automatically so that our brain isn’t overloaded with too much information, and we can continue to function and progress in our endeavours.

Key theorists of behaviourism include Ivan Pavlov and B.F. Skinner. Pavlov is famous for his salivating dog experiments at the turn of the 1900s where he engaged in experiments using classic conditioning to elicit a salivation response from a dog when a bell was rang (this was connected to the presentation of food). Skinner ran experiments with rats and pigeons in particular, utilising operant conditioning to develop behaviours, with the reward of food and punishments such as electric shocks.

Learning design principles

When considering how behaviourist theory of learning manifests in learning design and delivery, a starting point and for some also a bone of contention, is to recognise that behaviourism is philosophically a positivist approach. In this regard the role of the teacher is to create an environment that shapes the learners behaviour to an identified ideal or end goal. The teacher decrees what the outcome of a learning episode should be, and wants the student to acquire the behaviour (knowledge or skill), through the environment they create.

The argument against this, and especially from those that favour a more interpretivist approach, such as Constructivism, is that this disregards the individuals starting points and also the prior knowledge and experience they bring to any learning situation, and how that might impact the outcome they achieve. 

From a learning design perspective the following are examples of behaviourism in action:

  • Defined objective - explicit behaviour focused outcomes for learning 

  • Structured activity - guided activities that follow a linear and progressive approach, for instance following protocols, instructions or routines

  • Testing - multiple choice and short answer tests and quizzes

  •  Feedback  

    • Rewards – praise, privilege, tangible

      • Micro credentials, certificates, progress charts, positive feedback responses

    • Punishments

      • Detention, removal of privileges, criticism.

While these examples of learning approaches align with behaviourist theory, they can also align with other theories of learning (namely Cognitivism and Constructivism), with the nuance being how they are interpreted and their purpose.

While the behaviourist theory of learning may have many detractors, it still plays a prominent role in both formal and informal learning processes.

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