Learning theories are essential for effective teaching in that they shed light on different aspects of the learning process. The spectrum of learning theories can be categorized into three main areas: behaviorism, cognitivism, and constructivism. "Behaviorism" as a teacher-centered instructional framework for a long time dominated educational…

There appears to be no dominant conceptual model for the process and outcomes of neurofeedback among practitioners or manufacturers. Behaviorists are well-positioned to develop a neuroscience-based source code in which neural activity is described in behavioral terms, providing a basis for behavioral conceptualization and education of…

The main goal of the new instructional design model is to organize long term and full learning activities. The new model is based on the theoretical foundation of behaviorism, cognitivism and constructivism. During teaching and learning activities, learners are active and use cognitive, constructivist, or behaviorist learning to construct new…

Argues that current computer-based instruction does not exploit the instructional possibilities of computers. Critiques current models of computer-based instruction: behaviorist as too linear and constructivist as too unstructured. Offers a design model of Expanded-frame Hypermedia Knowledge-bases as an instructional approach allowing hypermedia…

Typically, guidelines for design of interactive multimedia systems have been based on intuitive beliefs of designers rather than being founded on relevant research and theory. As advances in technology create new opportunities for education, it is important to use a range of theoretical perspectives to optimize use of new technology in teaching…

Students in higher education are faced with rapidly changing societal conditions. As the nature and structure of the workplace and the family have changed, the specific knowledge and skills people need for the future have become less predictable. Teachers can address these changing conditions by applying cognitive theory to learning and…

This article discusses different approaches to reading instruction for EFL learners based on theoretical frameworks. The author starts with the bottom-up approach to reading instruction, and briefly explains phonics and behaviorist ideas that inform this instructional approach. The author then explains the top-down approach and the new cognitive…

It is argued that increased use of learner-generated questions and comments can benefit every stage of the instructional process. A strategy is proposed that integrates design into the implementation of instruction. The emerging interest in learner-generated questions has followed the paradigmatic shift in psychology from behaviorism to…