Lists seven principles of learning, the understanding of which helps the teacher use techniques that are relevant to the particular situation. (SK)

Compares behaviorism and Piagetian psychology in terms of their facility in fostering learning. Discusses such specific issues as simplicity, facility, motivation, and criticism of Piagetian psychology as a scientific enterprise. (Author/FL)

Focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. Explores problems with the assumed relationships among conceptions of learning, perceptions of the learning environment, approaches to learning, and learning outcomes.…

Provides 11 common-sense learning principles for trainers: tell stories, play games, explore and experiment, use pictures, have a coach, learn with others, focus on what is important, take breaks, have lunch, be passionate, and keep learning. (JOW)

Outlines a pragmatic theory of learning based on three metaphors: learning as knowledge acquisition, as participation, and as inquiry. Describes the following for each metaphor: content and purpose, method, and individual-organizational orientation. Suggests how theory may be applied to the creation of organizational learning and learning…

Defines and explains key concepts associated with experiential learning and describes practical exercises. Encourages volunteer administrators to investigate and use experiential learning in their work and lives. (Author/JOW)

Discusses how findings of recent neuroscience research can be combined with learning theories to derive brain-based learning principles. Suggests ways in which teachers can promote deeper learning. (SK)

Looks at a variety of learning theories: andragogy, behaviorism, cognitivism, conditions of learning, Gestalt, and social learning. Addresses the difficulty of selecting an appropriate theory for training. (JOW)

Reviews history and current status of social learning theory (SLT) including present conflict between "cognitive behaviorists" within the movement. Makes suggestions on how to resolve conflict in a way that will further secure the future role of SLT. Offers prescription for adoption of a multifaceted "indirect" approach to…

Describes the Theory Into Practice (TIP) project that involved the development of a hypertext database for theories of learning and instruction for three different hypermedia systems: Hyperties on the PC, HyperCard on the Macintosh, and the World Wide Web on the Internet. (Author/LRW)