Overview of Behaviorism
Behaviorism emphasizes observable behavior and ignores internal processes as the primary focus of study. The foundations of behaviorism began with Ivan Pavlov’s classical conditioning theories. As a researcher of dog digestion, he noted that salivation increased when lab technicians providing food approached his test subjects. This observation led to the development of the classical conditioning learning theory, outlining neutral, unconditioned, and conditioned stimuli and their relationship to conditioned and unconditioned responses. In addition to response/stimuli relationships, he identified the ideas of generalization (responding to stimuli that resemble the original conditioned stimulus), discrimination (responding differently to stimuli that are similar but not identical), extinction (weakened behavior when the signal is presented without reinforcement), and second order conditioning (pairing a conditioned stimulus with a new, neutral stimulus to elicit the conditioned response).
KEY RESEARCHERS
Ivan Pavlov
Ivan Pavlov was a Russian physiologist credited with the "discovery" of classical conditioning in the early 1900s. As an animal researcher, Pavlov noted that the dogs he studied salivated when presented with food. He subsequently noted they also salivated in the presence of his white-coated assistants, who brought the food. Pavlov theorized that the animals associated the food with the white lab coats and identified this as a conditioned response.
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B.F. Skinner
B.F. Skinner’s work in the 1930-40s introduced operant conditioning theories describing behavior modification through reinforcements and punishments. Known for his Skinner Box experiments, he showed that lab rats who touched a lever and consequently received food would continue the behavior as long as they earned rewards. In addition to rewards or positive reinforcements, punishments and negative reinforcements also impact learning behaviors.
Robert Gagne
Robert Gagne’s “The Conditions of Learning,” published in 1965, identified a series of actions conducive to changing learner behavior. The nine instruction steps include gaining attention, establishing objectives, stimulating recall of prior knowledge, presenting information, providing guidance, eliciting performance, providing feedback, assessing performance, and pressing new learning to enhance retention. The steps build a framework for developing instructional lessons to increase learner engagement and retention.
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Implications of Behaviorism for Instructional Design
Applying behaviorism theories helps instructional designers create experiences structured around achieving repeatable outcomes by observing behaviors and offering rewards and punishments as learners interact with their environment. Practical applications of behaviorism include using positive and negative rewards to reinforce student learning and creating attractive physical learning environments that maximize engagement.
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Strengths & Limitations
While some view behaviorism as an outdated learning theory, it still has many relevant applications in higher education. The focus on measurable outcomes allows for unbiased assessments and grading when learning objectives are clearly outlined. Additionally, it advocates that complex topics can be broken down into smaller chunks, which is especially important when teaching technical topics such as coding, data analysis, or cybersecurity. Finally, applying Gagne’s structure, from gaining learner attention through performance evaluation, allows instructors to engage and manage a large number of learners in an online setting.
One of the key weaknesses of this theory is the disregard for internal cognitive processes. This can be especially troublesome in online learning, where diversity and the sheer size of the student population bring vast prior knowledge far beyond what is immediately observable. The theory also encourages rote, passive learning, which is not in line with today’s educational and professional climates that value critical thinking and depth of knowledge.
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Online Learning Experience
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OBJECTIVE
Teach college students attending a virtual networking event to make a proper, professional introduction when meeting potential employers.
LEARNING OUTCOME
At networking events, students will learn to make a confident, professional first impression.
TARGET BEHAVIORS
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Students will introduce themselves with their name, academic program, and the field they want to enter.
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Students will ask at least one open-ended question during each conversation to show they are active listeners.
INSTRUCTION
Before the event begins, staff demonstrate multiple examples of the proper introduction and conversation techniques students should use. Students are then given time to practice their introduction.
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Stimulus: During a 60-minute practice session, staff assume the role of potential employers and interact with students.
Response: Students should introduce themselves to potential employers and ask at least one open-ended question during each conversation.
PRACTICE & REINFORCEMENT
Positive Reinforcement: If a student properly introduces themselves, staff provides enthusiastic verbal encouragement like "Nice job on your introduction!" or a smile.
Negative Reinforcement: If a student begins a conversation without properly introducing themselves or fails to ask an open-ended question, staff will stop the conversation and prompt the student to start again.
ASSESSMENT
Staff continue to interact with students during the practice event and make notes. At the end of the session, staff compare notes and gather the students for a discussion. Students who did well during their interactions are named and praised in front of the group (positive reinforcement).