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Journal articles on the topic 'Theories of learning'

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Published: 4 June 2021
Last updated: 17 June 2025

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1

Isbell, Dan. "Learning Theories." General Music Today 25, no. 2 (2011): 19–23. http://dx.doi.org/10.1177/1048371311425684.

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2

Case, Robbie. "Theories of learning and theories of development." Educational Psychologist 28, no. 3 (1993): 219–33. http://dx.doi.org/10.1207/s15326985ep2803_3.

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3

Twomey, Elizabeth. "Linking learning theories and learning difficulties." Australian Journal of Learning Disabilities 11, no. 2 (2006): 93–98. http://dx.doi.org/10.1080/19404150609546812.

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4

Hartsell, Taralynn. "Learning Theories and Technology." International Journal of Information and Communication Technology Education 2, no. 1 (2006): 53–64. http://dx.doi.org/10.4018/jicte.2006010105.

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5

Coleman, Daniel. "Learning About Therapy Theories." Journal of Teaching in Social Work 23, no. 3-4 (2003): 73–89. http://dx.doi.org/10.1300/j067v23n03_07.

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6

Teso, Stefano, Roberto Sebastiani, and Andrea Passerini. "Structured learning modulo theories." Artificial Intelligence 244 (March 2017): 166–87. http://dx.doi.org/10.1016/j.artint.2015.04.002.

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7

Giannoukos, Georgios. "Main Learning Theories in Education." European Journal of Contemporary Education and E-Learning 2, no. 5 (2024): 93–100. https://doi.org/10.59324/ejceel.2024.2(5).06.

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Six major learning theories explain how people acquire knowledge and skills: behaviorism focuses on how environmental stimuli and consequences shape observable behaviors; cognitivism emphasizes internal mental processes and representations; constructivism highlights learners actively constructing their own understanding; humanism stresses personal experiences, values, and motivations; connectionism emphasizes neural networks and distributed representations; and sociocultural learning theory which according to this theory, learning takes place through collaborative activities with others, where individuals build upon their existing knowledge and skills. These influential theories have impacted educational practices and sparked ongoing debates as researchers and practitioners grapple with the complexity of learning.
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8

Byrne, Janice, and Olivier Toutain. "Research in Entrepreneurship: Learning from Learning Theories." Academy of Management Proceedings 2012, no. 1 (2012): 14080. http://dx.doi.org/10.5465/ambpp.2012.14080abstract.

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9

Naigles, Letitia R. "Why theories of word learning don't always work as theories of verb learning." Behavioral and Brain Sciences 24, no. 6 (2001): 1113–14. http://dx.doi.org/10.1017/s0140525x01320137.

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Bloom's theory of word learning has difficulty accounting for children's verb acquisition. There is no predominant preverbal event concept, akin to the preverbal object concept, to direct children's early event-verb mappings. Children may take advantage of grammatical and linguistic information in verb acquisition earlier than Bloom allows. A distinction between lexical and grammatical learning is difficult to maintain for verb acquisition.
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10

Prata, David, George França, and Marcelo Lisboa. "Entailment Issues to Integrate Learning Theories with Educational Technologies." International Journal of Information and Education Technology 6, no. 9 (2016): 726–30. http://dx.doi.org/10.7763/ijiet.2016.v6.783.

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11

Parsons, David, and Kathryn MacCallum. "A Learning Theory Rubric for Evaluating Mobile Learning Activities." International Journal of Online Pedagogy and Course Design 7, no. 4 (2017): 24–38. http://dx.doi.org/10.4018/ijopcd.2017100102.

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Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.
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12

Hadley, Alice Omaggio, and Barry McLaughlin. "Theories of Second-Language Learning." Modern Language Journal 74, no. 4 (1990): 507. http://dx.doi.org/10.2307/328529.

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13

Soto, Isabel, Barry McLaughlin, and Einar Haugen. "Theories of Second-Language Learning." Modern Language Review 85, no. 4 (1990): 888. http://dx.doi.org/10.2307/3732647.

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14

McKenna, Gilean. "Learning theories made easy: behaviourism." Nursing Standard 9, no. 29 (1995): 29–31. http://dx.doi.org/10.7748/ns.9.29.29.s39.

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15

McKenna, Gilean. "Learning theories made easy: cognitivism." Nursing Standard 9, no. 30 (1995): 25–28. http://dx.doi.org/10.7748/ns.9.30.25.s36.

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16

McKenna, Gilean. "Learning theories made easy: humanism." Nursing Standard 9, no. 31 (1995): 29–31. http://dx.doi.org/10.7748/ns.9.31.29.s32.

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17

Alharbi, Omran, Yousef Alshammari, and Awatif AlMutairi. "Review Theories of E-Learning." Advances in Social Sciences Research Journal 9, no. 2 (2022): 428–34. http://dx.doi.org/10.14738/assrj.92.11499.

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There are several theories, which can be adopted and integrated to investigate the adoption of technology from learners and instructors’ perceptions in education environment. However, little of research were conducted to provide a comprehensive review of these theories. This study will present a comprehensive review of the essential theories such as Theory of Reasoned Action (TRA), Theory of Planned Behaviour (TPB), Social Cognitive Theory (SCT), Diffusion of Innovations Theory (DIT), Motivational Model (MM) ,Model of Personal Computing Utilization (MPCU) ,Unified Theory of Acceptance and Use of Technology (UTAUT) Model Technology Acceptance Model (TAM). Also, this paper attempt to provide some justifications about why the TAM model has used in research more than others theories.
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18

Babajeva, Ludmila. "CONTEMPORARY THEORIES OF ADULT LEARNING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 450. http://dx.doi.org/10.17770/sie2012vol1.72.

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<p>Due to the adult learning theory transition from cognitive to comprehensive aspects, this article analyses contemporary theoretical notions about adult’s learning. In order to characterise the modern view on adult, the most recent insights into the education of whole adult person (P. Jarvis), three dimensions of learning (K.Illeris) and the critical theory contribution (S.D. Brookfield) will be discussed. All of mentioned, globally-renowned theorists are of the same opinion and contribute to the general adult learning theory – P. Jarvis pictures the learning process from a viewpoint of a human as holistic organism, K.Illeris develops his theory in relation to the pedagogical conditions of learning, whereas Brookfield discusses an adult in the context of social, political and democratic concept.</p>
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19

Heth, C. Donald. "Are Theories of Learning Sufficient?" Contemporary Psychology 45, no. 3 (2000): 342–45. http://dx.doi.org/10.1037/002232.

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20

Pothos, Emmanuel M. "Theories of artificial grammar learning." Psychological Bulletin 133, no. 2 (2007): 227–44. http://dx.doi.org/10.1037/0033-2909.133.2.227.

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21

Giannoukos, Georgios. "Main Learning Theories in Education." European Journal of Contemporary Education and E-Learning 2, no. 5 (2024): 93–100. http://dx.doi.org/10.59324/ejceel.2024.2(5).06.

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Six major learning theories explain how people acquire knowledge and skills: behaviorism focuses on how environmental stimuli and consequences shape observable behaviors; cognitivism emphasizes internal mental processes and representations; constructivism highlights learners actively constructing their own understanding; humanism stresses personal experiences, values, and motivations; connectionism emphasizes neural networks and distributed representations; and sociocultural learning theory which according to this theory, learning takes place through collaborative activities with others, where individuals build upon their existing knowledge and skills. These influential theories have impacted educational practices and sparked ongoing debates as researchers and practitioners grapple with the complexity of learning.
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22

Ross, Rocky. "Molasses and theories of learning." ACM SIGACT News 32, no. 2 (2001): 64–71. http://dx.doi.org/10.1145/504192.1005771.

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23

BOEKAERTS, MONIQUE. "MOTIVATION IN THEORIES OF LEARNING." International Journal of Educational Research 10, no. 2 (1986): 129–41. http://dx.doi.org/10.1016/s0883-0355(20)30442-0.

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24

Alimisis, Dimitris, and Emmanouil Zoulias. "Aligning technology with learning theories." Interactive Technology and Smart Education 10, no. 3 (2013): 211–29. http://dx.doi.org/10.1108/itse-05-2013-0011.

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25

Abe, Naoki. "Towards realistic theories of learning." New Generation Computing 15, no. 1 (1997): 3–25. http://dx.doi.org/10.1007/bf03037558.

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26

Ernest, Paul. "Reflections on theories of learning." ZDM 38, no. 1 (2006): 3–7. http://dx.doi.org/10.1007/bf02655901.

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27

Picard, Marc. "Second Language Learning Theories (review)." Language 77, no. 1 (2001): 178–79. http://dx.doi.org/10.1353/lan.2001.0028.

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28

Giannoukos, Georgios, and Georgios Besas. "Adult Education and Learning Theories." International Letters of Social and Humanistic Sciences 60 (September 2015): 34–38. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.34.

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Adult education first started at the beginning of the 20th century when it became mandatory to improve the educational level of the adult trainees and also to train them professionally, culturally and socially (Kokkos, 2005). Especially during the last decades, globalization along with the technological advancements, demands continuous education and training due to the high competition and to the need to improve the economy. Besides that, social reasons urge adult education such as sudden social changes in our contemporary society (migration for financial reasons, social exclusion as a result of unemployment, etc). The adults have unique features and needs which make Adult Education an independent scientific field.
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29

Casebeer, Daniel, and Jessica Mann. "Mapping Theories of Transformative Learning." Cartographica: The International Journal for Geographic Information and Geovisualization 52, no. 3 (2017): 233–37. http://dx.doi.org/10.3138/cart.52.3.3956.

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30

Ali, Miftakhu Rosyad. "THE IMPLEMENTATION OF INDUCTIVE TEACHING AND LEARNING METHODS IN ISLAMIC EDUCATION LEARNING." Risâlah, Jurnal Pendidikan dan Studi Islam Vol. 6, No. 1, Agustus 2019, P-ISSN : 2085-2487; E-ISSN : 2614-3275 (2019): 63–79. https://doi.org/10.5281/zenodo.3386575.

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The article aims to describe the essence of inductive method in Islamic education learning. The learning will run optimally if the teacher utilize the suitable approach and method.Traditional engineering instruction is deductive, beginning with theories and progressing to applications of those theories. Alternative teaching approaches are more inductive. The Islamic education learning should be utilized the inductive method. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. Factually, in modern era the Islamic education learning must be innovated for answering the globalization demand.
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31

Farani, Rizki. "Learning Theories In Instructional Multimedia For English Learning." Journal of English and Education 6, no. 2 (2016): 112–24. http://dx.doi.org/10.20885/jee.vol6.iss2.art10.

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32

Zito, Anthony R., and Adriaan Schout. "Learning theory reconsidered: EU integration theories and learning." Journal of European Public Policy 16, no. 8 (2009): 1103–23. http://dx.doi.org/10.1080/13501760903332597.

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33

Fajri Asshdiqi, Ahmad. "Adopting Theories Underlying Directed Technology Integration Strategies: Study Objectivist Learning Theories." Jurnal Ilmiah Mandala Education 10, no. 4 (2024): 848. http://dx.doi.org/10.58258/jime.v10i4.7519.

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This paper examines key theories underlying directed technology integration strategies in education, focusing on objectivist learning approaches. The study reviews and analyzes several influential theories, including B.F. Skinner's behaviorism, Atkinson and Shiffrin's information processing model, Robert Gagne's conditions of learning, and systems theory approaches to instructional design.The analysis reveals how these theories provide conceptual foundations for technology integration in education. Behaviorism emphasizes reinforcement and observable outcomes. Information processing theory explains memory and cognitive processes. Gagne's work highlights conditions for effective learning. Systems approaches offer frameworks for designing technology-enhanced instruction. While each theory offers valuable insights, an integrated approach incorporating behaviorist, cognitive, and constructivist perspectives may be most effective for technology-enhanced learning. Understanding these theoretical underpinnings can guide educators in developing more effective technology integration strategies and creating optimal learning conditions in digital environments. This paper synthesizes key objectivist learning theories relevant to educational technology, providing a theoretical foundation to inform technology integration practices in modern education.
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34

Vlčková, Kateřina, Janek Berger, and Manuel Völkle. "Classification theories of foreign language learning strategies: an exploratory analysis." Studia paedagogica 18, no. 4 (2013): 93–113. http://dx.doi.org/10.5817/sp2013-4-6.

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35

Aparicio, Juan José, and María Rodríguez Moneo. "Constructivism, the So-Called Semantic Learning Theories, and Situated Cognition versus the Psychological Learning Theories." Spanish Journal of Psychology 8, no. 2 (2005): 180–98. http://dx.doi.org/10.1017/s1138741600005060.

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In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.
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36

Wang, Xiong. "Understanding teacher learning in professional learning networks (PLNs): The emergence of lived learning experiences." Malta Journal of Education 2, no. 1 (2021): 100–122. http://dx.doi.org/10.62695/zezd6789.

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This paper reveals the nature of teachers’ professional learning in online professional learning networks (PLNs) by narrating both my learning experiences and my understanding of the acquired theories (e.g., Gnosis, Episteme, Enactivism and Complexity Theory) from a seminar. The seminar made my learning experience the moments of wondering, discovering, struggling, and transforming, thereby resulting in my knowing about the acquired theories. These moments and the theories enabled me to reflect upon the conventional teacher professional learning and to explore the nature of teacher professional learning in PLNs such as knowledge, doing and being as a whole, learnable participatory position, emergence and understanding, true professional learning, and affordances of PLNs for teacher professional learning.
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37

Jumani, Sakina, Prof Dr Parveen Munshi, and Dr Rozina Sewani. "Exploring the Effectiveness of Learning Theories in Improving Students’ Learning Skills at University Level." International Journal of Innovation in Teaching and Learning (IJITL) 9, no. 2 (2024): 109–20. http://dx.doi.org/10.35993/ijitl.v9i2.2920.

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Learning theories concentrate on the mental and behavioral processes involved in learning, such as problem solving, critical thinking, and decision making. Learning theories play a critical role in the learning process as these provide a method for students to acquire knowledge and skills by interacting with their surroundings and their cognitive abilities. The purpose of this study was to explore the effectiveness of learning theories in improving students’ learning outcomes at the university level. The nature of the study was descriptive. The population of the study included university students enrolled in various disciplines. The sample of the study was comprised of 165 university students. Survey questionnaire was used as research tool. The survey questionnaire included statements about familiarity, preferences, and perceived effectiveness of different learning theories. Data were analyzed using statistical techniques; frequency and percentages for responses related to perceptions of learning theories. Findings showed that exposure to various learning theories have positively influenced students’ engagement and interest. Therefore, it is suggested to promote student-centered learning environments that encourage active participation, critical thinking, and application of knowledge, aligning with the principles of effective learning theories.
 Keywords: Effectiveness, Learning Theories, Cognitive, Learning Outcomes
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38

Jerome, Lee. "Ways of learning: Learning theories and learning styles in the classroom." European Journal of Teacher Education 33, no. 2 (2010): 219–21. http://dx.doi.org/10.1080/02619760903499646.

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39

KLEMENT, Milan. "THEORIES, STYLES AND STRATEGIES OF LEARNING IN E-LEARNING." Journal of Technology and Information 9, no. 1 (2017): 30–42. http://dx.doi.org/10.5507/jtie.2016.014.

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40

Syafe'i, Isop, and Ai Fitria Ulfah. "IMPLEMENTATION OF BEHAVIORISM LEARNING THEORIES IN ARABIC LEARNING PLANNING." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 2 (2020): 197. http://dx.doi.org/10.35931/am.v3i2.298.

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<p>The purpose of this research to know the theory of learning behaviorism through BF Skinner's thinking in planning Arabic learning. This research method is literature study with qualitative approach, data is extracted through literature study and analyzed through content analysis. The primary data source in this study is The Theories of Learning by Ratna Willis Dahar. While secondary data in this study were obtained from literature exploration related to the discussion. The results of the analysis show that the BF Skinner theory can be applied in Arabic learning planning that is the material being studied is analyzed up to the units organically, the subject matter is used a module system, learning evaluation must be notified to students, if incorrectly corrected and if properly strengthened, more tests emphasized for the sake of diagnostics, in education prioritizing changing the environment to avoid violations so as not to punish, prioritizing the needs that will lead to operant behavior, the behavior desired by educators are rewarded, the desired behavior is analyzed in small ways, increasingly reaching goals, implementing mastery learning is to learn the material thoroughly according to each time because each child has a different rhythm.</p>
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41

Shrivastava, Saurabh RamBihariLal, and Prateek Saurabh Shrivastava. "Maximize Workplace-Based Learning Through Application of Learning Theories." Journal of the Scientific Society 51, no. 2 (2024): 125–28. http://dx.doi.org/10.4103/jss.jss_226_22.

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Workplace-based learning refers to a learning experience that enables medical students to acquire knowledge and skills via supervised application of their professional roles in authentic workplace settings. The learning triad in workplace learning comprises patients, medical students, and doctor–teacher. The success and effectiveness of workplace-based learning will eventually be determined by the kind of interaction and relationship between these stakeholders. There are three components of workplace learning, namely task, context, and learner. Learning theories occupy a special place in not only determining how people learn but also laying down the platform for medical educators to facilitate learning among medical students. To conclude, workplace-based learning is a crucial and indispensable component of medical undergraduate training. Acknowledging the merits of the same, it is crucial that it needs to be strengthened in each of the medical colleges. Further, awareness about learning theories and the application of the same for facilitating learning among medical students in workplace settings can prove to be instrumental, and thus medical educators should always work on the similar lines.
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42

Kshetree, Mukunda Prakash. "Underpinning Theories of Cooperative Learning Approach in Learning Mathematics." International Journal of Mathematics Trends and Technology 65, no. 12 (2019): 105–14. http://dx.doi.org/10.14445/22315373/ijmtt-v65i12p511.

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43

Guney, Ali, and Selda Al. "Effective Learning Environments in Relation to Different Learning Theories." Procedia - Social and Behavioral Sciences 46 (2012): 2334–38. http://dx.doi.org/10.1016/j.sbspro.2012.05.480.

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44

Bhatta, Astha, Heleen Vreugdenhil, and Jill Slinger. "A living lab learning framework rooted in learning theories." Environmental Impact Assessment Review 114 (July 2025): 107894. https://doi.org/10.1016/j.eiar.2025.107894.

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45

UENO, MAOMI. "Theories and Practice of Advanced e-Learning." Annual Report of Educational Psychology in Japan 44 (2005): 126–37. http://dx.doi.org/10.5926/arepj1962.44.0_126.

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46

OHASHI, Yukari. "Motor Learning Theories and Physical Therapy." Rigakuryoho Kagaku 21, no. 1 (2006): 93–97. http://dx.doi.org/10.1589/rika.21.93.

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47

Dong, Hongmei, Jonathan Lio, Renslow Sherer, and Ivy Jiang. "Some Learning Theories for Medical Educators." Medical Science Educator 31, no. 3 (2021): 1157–72. http://dx.doi.org/10.1007/s40670-021-01270-6.

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48

AlZain, Al Zain. "Theories in Adult Learning and Education." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 139–42. http://dx.doi.org/10.32674/jimphe.v4i1.1689.

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Theories in adult learning and education is a book written in a form of study guide. The author divides the book into two parts. Part one describes the theories of learning; its definitions and its implications on adult learning and teaching. Part two focuses on the global trends of adults' participation in learning. The audience of the book are educators who involved in adult teaching and learning at secondary and post-secondary settings. Unlike traditional chapter books, this study guide challenges the reader by providing exercises and tasks. The purpose of the exercises and tasks is to invite the readers to reflect on their reading of the study guide and to facilitate the comprehension of the book. The book is a great reference in adult teaching and learning. 
 
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49

Tempelman-Kluit, Nadaleen. "Multimedia Learning Theories and Online Instruction." College & Research Libraries 67, no. 4 (2006): 364–69. http://dx.doi.org/10.5860/crl.67.4.364.

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Online library instruction has not traditionally been designed based on educational learning theories. Rather, much of it has been designed in the structure and format of print, with little thought given to the pedagogical approaches that support Web-based earning. Several relevant multimedia learning theories are surveyed in this article and compared with two versions of the same library tutorial—an HTML tutorial, and a streaming audio and video tutorial.
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50

Cho, Kyoo Lak. "A Study on Constructivistic Learning Theories." Journal of Educational Technology 19, no. 3 (2003): 3–40. http://dx.doi.org/10.17232/kset.19.3.3.

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