“Models” of learning are part of almost every undergrad/grad course on learning. See for example: J.P. Byrnes (Cognitive Development and Learning, 2nd Edition), R. Siegler, J DeLoache and N. Eisenberg (How Children Learn), and D. J. Bjorklund (Children’s Thinking: Cognitive Development and Individual Differences).
Each offers chapters on several “Models” of learning: Social Construction of Mind, Piaget and Neo-Piagetians, Information-Processing (Bjorklund); Thorndike, Piaget, Schema, Information Processing, Vygotsky, Connectionist); Piaget, Information-Processing, Sociocultural, Core-Knowledge and Dynamic Systems).
My focus will be on those models that explain Information-Processing, Connectivism , and Socio (Cultural) Construction.
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https://courses.lumenlearning.com/suny-educationalpsychology/chapter/major-theories-and-models-of-learning/ This is a 22 page article. Here are a few excerpts:
3 Models with detailed definitions of each: Behaviorist, Constructivism, Social Constructivism
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- Educational Psychology. Authored by: Kelvin Seifert and Rosemary Sutton. Located at: https://open.umn.edu/opentextbooks/BookDetail.aspx?bookId=153. License: CC BY: Attribution
Major theories and models of learning
“Several ideas and priorities, then, affect how we teachers think about learning, including the curriculum, the difference between teaching and learning, sequencing, readiness, and transfer. The ideas form a “screen” through which to understand and evaluate whatever psychology has to offer education. As it turns out, many theories, concepts, and ideas from educational psychology do make it through the “screen” of education, meaning that they are consistent with the professional priorities of teachers and helpful in solving important problems of classroom teaching. In the case of issues about classroom learning, for example, educational psychologists have developed a number of theories and concepts that are relevant to classrooms, in that they describe at least some of what usually happens there and offer guidance for assisting learning. It is helpful to group the theories according to whether they focus on changes in behavior or in thinking. ….The rest of this chapter describes key ideas from each of these viewpoints….each describes some aspects of learning not just in general, but as it happens in classrooms in particular. So each perspective suggests things that you might do in your classroom to make students’ learning more productive.”
Behaviorism: changes in what students do
“Behaviorism is a perspective on learning that focuses on changes in individuals’ observable behaviors— changes in what people say or do. At some point we all use this perspective, whether we call it “behaviorism” or something else. The first time that I drove a car, for example, I was concerned primarily with whether I could actually do the driving, not with whether I could describe or explain how to drive. For another example: when I reached the point in life where I began cooking meals for myself, I was more focused on whether I could actually produce edible food in a kitchen than with whether I could explain my recipes and cooking procedures to others. And still another example—one often relevant to new teachers: when I began my first year of teaching, I was more focused on doing the job of teaching—on day-to-day survival—than on pausing to reflect on what I was doing.”….
Constructivism: changes in how students think
“Behaviorist models of learning may be helpful in understanding and influencing what students do, but teachers usually also want to know what students are thinking, and how to enrich what students are thinking. For this goal of teaching, some of the best help comes from constructivism, which is a perspective on learning focused on how students actively create (or “construct”) knowledge out of experiences. Constructivist models of learning differ about how much a learner constructs knowledge independently, compared to how much he or she takes cues from people who may be more of an expert and who help the learner’s efforts (Fosnot, 2005; Rockmore, 2005). For convenience these are called psychological constructivism and social constructivism (or sometimes sociocultural theory). As explained in the next section, both focus on individuals’ thinking rather than their behavior, but they have distinctly different implications for teaching.”….
Social Constructivism: assisted performance
“Unlike Piaget’s orientation to individuals’ thinking in his version of constructivism, some psychologists and educators have explicitly focused on the relationships and interactions between a learner and other individuals who are more knowledgeable or experienced. This framework often is called social constructivism or sociocultural theory. An early expression of this viewpoint came from the American psychologist Jerome Bruner (1960, 1966, 1996), who became convinced that students could usually learn more than had been traditionally expected as long as they were given appropriate guidance and resources. He called such support instructional scaffolding—literally meaning a temporary framework like the ones used to construct buildings and that allow a much stronger structure to be built within it. In a comment that has been quoted widely (and sometimes disputed), Bruner wrote: “We [constructivist educators] begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.” (1960, p. 33). The reason for such a bold assertion was Bruner’s belief in scaffolding—his belief in the importance of providing guidance in the right way and at the right time. When scaffolding is provided, students seem more competent and “intelligent,” and they learn more…..
