There are five primary learning theories. Each of them is described below followed by a section that assesses how each of the three tools fits within them, if at all. 

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Behaviorism- Unlike Cognitivism, Behaviorism focuses on measurable actions rather than internal mental states (NU Editorial Contributors, 2023). Rooted in operant conditioning. The learner receives a benefit for positive performance, and a punishment for negative performance. The learning takes place based on the result of the action or performance. A benefit could be as simple as a gold start on a test paper while a punishment could be as simple as missing out on a desired activity. The advantages of a behavioral learning model are clear metrics for success or failure, firm control over the classroom or learning environment, and strong motivation for positive performance on behalf of the learner. Due to these advantages, one may believe that a behaviourist approach is ideal. However, some clear disadvantages to this theory include: a lack of intrinsic motivation to learn, a rigid measure of success or failure which may not take other achieved learning into account, and a potentially negative impact on learners’ self-esteem (NU Editorial Contributors, 2023). 

 

Cognitivism- “The theory of cognitivism centers on how information is processed within the mind. It goes beyond observable behavior, emphasizing the internal mental processes that occur in learning. Cognitivism theory asserts that learners play an active role in information processing, and so there is a focus on developing areas such as knowledge, memory, thinking, and problem-solving” (Kurt, 2023). As with Constructivism, in the Cognitivism theory, the learners are active participants in the learning process, they are not just being filled with data-they are actively processing the data. Some key factors that influence learning in the cognitivism learning realm are examples, feedback, and demonstrations. The goal of Cognitivism not just to teach the learner, but to change the learning process for the learner. Some drawbacks of the Cognitivism Learning Theory are that people are not computer processors and should not be treated as such and, assessing the efficacy of a theory against internal processes can be difficult.

 

Constructivism- Bada, in their article “Constructivism Learning Theory: A Paradigm for Teaching and Learning (2015), makes a short, but poignant statement that essentially encapsulates the fundamental idea behind Constructivism: “…teachers cannot simply transmit knowledge to students, but students need to actively construct knowledge in their own mind” (p.66). In Constructivism, the learner is an equal, if not superior, participant in the act of obtaining and creating knowledge; the teacher is more of a facilitator than an instructor. The learner does not just receive knowledge from an outside source like the often touted “filling of an empty vessel”, they learn by taking new information and assimilating it with what they already know. The student builds a house of knowledge based on the foundation and layers that they have already built. Constructivism is the learner “making sense” of new inputs based on what they have experienced already. Therefore, in the context of Constructivism, everyone’s learning journey will be unique.  Disadvantages to Constructivist learning are, a requirement for a considerably higher level of teacher involvement and the requirement to ensure that lesson plans and activities are commensurate with the students’ levels of experience in order to achieve the desired learning outcomes (Li, 2025).

 

Humanism- The humanistic learning theory is focused largely on the worth and potential of each individual learner. Within this form of learning, in addition to the cognitive development of the learner, emphasis is placed upon the emotional, social, and spiritual dimensions of the learner as well (Kumari, 2024). Humanism combines key elements from Maslow’s Hierarchy of Needs in education with Rogers’ Theory in education in addition to andragogical principles championed by Malcom Knowles. In broad, education related terms, these combined elements include:

 

• Suitable infrastructure and learning spaces;

• A safe and supportive learning environment;

• A sense of belonging within the group;

• Recognition of effort and achievement; and,

• Agency and opportunity for self-actualization, autonomy, and self-directed learning;

 

While the theory of humanistic learning is admirable, its implementation may not easy. Some weaknesses of the theory are its lack of structure (adherence to set curriculum, too much learner choice and input) and difficulty of assessment (multitude of learning paths, varied interpretations) (Drew, n.d.).

 

Connectivism- Siemens describes Connectivism as “the integration of principles explored by chaos, network, and complexity and self-organization theories” and that “learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual” (Siemens, 2005). In simple terms, this means that learning is not about knowledge, it is more about connections and one’s ability to look at varied inputs, identify relationships, and maintain currency. Essentially, it is about knowing how to learn in today’s fast-paced world of connectedness. The advantage of this learning theory is that it is not about knowledge transfer in the sense that knowledge is a commodity that is simply transferred from teacher to learner. It is rather, a completely different way of looking at things that takes into account modern technology, the rapid growth of available knowledge, and the speed in which it can be delivered to the consumer. However, Connectivism is not without its disadvantages. These drawbacks, highlighted in an article by Mehmet Sahin (2012), include:

 

• Varied levels of digital literacy;

• A dependence on resources including internet, electricity, and technology; and,

• An overall lack of understanding of the theory amongst educators.

 

Overall, Connectivism is an exciting theory that could be a viable alternative to older learning theories such as Cognitivism and Constructivism provided that the focus remains on learning, and not just “being connected”.