Has COVID19 enhanced the status of behaviourism as a learning theory? Robert Morgan
The transformation of children’s learning during the three lockdowns has led educators to reflect on the efficacy of online learning when learning theory is considered. Teachers have had little option but to use remote learning, via technology platforms, for example, TEAMs or Zoom, but what does it mean from a pedagogical perspective? In this article, I shall attempt to argue that behaviourism, as a learning theory is as valid as any other but for the lockdown period it has equal merit and demerit as the only option available (for most children who could not attend as vulnerable learners or children of key workers). First though a summary of the three main learning theories that most teachers will be familiar with.
Behaviourism Behaviourism is the pedagogical theory that learning is ‘acquired from a stimulus-response relationship’ (Grigg, 2010) which translates into the teachers being the transmitters of learning. It is characterised by learners sitting in rows facing the teacher because the learner is ‘cast in a passive role’ (Pollard et al., 2019). This didactic role gives power to the teacher who can control the teaching and assessing of learning (Pollard et al., 2019). The difficulty is in assessing the learners’ progress, but its strength lies in the efficiency of transmission of knowledge and subject
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expertise (Pollard et al., 2019). Such a theory of teaching is known as ‘traditional teaching methods’ (Pollard et al., 2019; Eaude, 2011). Prominent behaviourist theorists, notably Skinner (1953), believe that learning involves learning by association. Curtis and Pettigrew (2010) write that such learning does not motivate learners and inhibits curiosity and favours an approach that prioritises the transmission of knowledge. This has the effect of learners being conditioned by qualities namely passivity and studying for external rewards rather than for the sake of learning.
Constructivism Constructivism opposes the dominance of the teacher by allowing learners the possibility to ‘explore their understanding’ and make sense of their learning (Grigg, 2010) by assimilating it into a new experience. It does, according to Pollard et al., (2019), allow the learner to be active and independent, with a learningcentred approach to their interests and abilities culminating in a focus on skills and concepts. The criticism it receives is that much energy and teacher focus are directed at organisation and classroom management (Pollard et al., 2019) rather than time spent directly receiving instruction. Children are exploring rather than acquiring knowledge. The prominent theorist of
