By comparing behaviorist and cognitivist approaches to online teaching and learning, I came to the following conclusions that I could use in my practice of online instructing.
1. First, I think behaviorist approach is best for in classroom environment, directly because teachers and learners can observe each other’s behavior and exchange feedback right away. In my opinion, online teaching and learning is a mix of both approaches, behaviorist and cognitive. Although in behaviorist approach consequences occur immediately in a classroom environment, they can be easily transferred to the online environment as well through feedback and grades. In Distance education, simultaneous, immediate feedback is slightly delayed. However, providing feedback can occur when students submit their assignments, participate in weekly discussions and group projects. Providing positive reinforcement can happen in any form in online teaching. There is no disadvantage from in classroom positive reinforcement. The only downside is timing, which does not always occur instantly (Standridge, 2002). Positive reinforcement is significant, especially for online learners. Showing students that you are interested in their work, reinforcing that interest with additional information, and actively engaging in discussions is my goal as a future online educator (Standridge, 2002). As for negative reinforcements in behaviorist approach, they are not different from in classroom environment. Obtaining a lower score on the assignment or submitting all assignments on time that would result in the lowest grade being dropped, or perfect attendance – are all very similar to what can be used in distance education negative reinforcements (Standridge, 2002). The same can be said about punishments. For instance, the students can be dropped from the class, earn a low grade, or receive warnings from an instructor. Although I think behaviorist approach of more suitable, in my opinion, for in classroom learning, instructors subconsciously use this approach in online teaching as well. Whether the response is delayed or not, our behavior and reflexes are still present in any form of studying. 2. On the other hand, I think, cognitive theories pertain mostly to students rather than instructors, because it is an internal learning that involves our memory, thinking, reflections, abstractions, motivation – anything that helps learners process and absorb information given to them better (Gunderson, 2009). “Students organize old knowledge, scripts, and schema, find relationships, and link new information to old” (Gunderson, 2009). This is when it is very important for instructors to understand that “learners have different backgrounds/experiences which can impact learning outcomes; determine the most effective way to organize and structure new information to work with these backgrounds/experiences; arrange practice with feedback so that the new information is effectively and efficiently assimilated and /or accommodated with the learner’s cognitive structure” (Gunderson, 2009) The main weakness of this approach is that it can be challenging to know everyone’s background to use specific ways of teaching in an online environment. However, this is a robust approach when it comes to giving necessary knowledge for students to study and rely on their senses. References Gunderson, G. (2009). Cognitive approaches to learning. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Cognitive_Approaches_to_Learning#Key_Components_of_Cognitive_Learning_Approaches Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu
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