IndexIntroductionLearning TheoriesBehaviorismCognitive Constructivism TheorySocial Constructivism Learning TheoryExperiential LearningAndragogy TheoryConclusionIntroductionLearning is something that happens with certainty and often goes unnoticed in many circumstances. Any theory requires a clear idea of ​​what the theory is trying to explain. But when a particular concept or word is used, people usually assume that everyone has the same depth of knowledge to grasp the concept and this is absolutely not correct. In attempting to understand various learning theories and their implications for education, it is helpful to realize that the term "learning" means different things to different people and is used slightly differently in different theories. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay As theories of learning have evolved over the past half century, definitions of learning have shifted from changes occurring in an individual's mind or behavior to changes in participation in ongoing activities with others identify changes in a person's identity within a group (for example, a change from being a follower to being a leader). However, most definitions of learning imply a change in an individual's knowledge, ability to perform a skill, or participate in an activity with other individuals; there is considerable variation among theories as to the nature of this change. In many cases, the various theories are relevant to different types of learning and are not necessarily incompatible with each other. Rather, they provide different perspectives on complex learning phenomena and complement each other in their ability to explain different types of learning situations. Therefore, radically different theories are relevant to the classroom because they address different aspects of learning, and it is wise to avoid comparing apples to oranges. The relationship between learning theories and educational practices is complicated by the fact that there is more than one type of learning. None of the current theories can explain learning in all situations, and scholars working within a particular theoretical perspective often ignore or deny the importance of other types of learning and the relevance of other theories to situations different. Almost every educational context involves different types of learning, each with its own unique importance to the functioning of the classroom. Learning theories are efforts to explain how people learn. Different theories are based on different assumptions and are appropriate for explaining some learning situations but not others. These can influence teaching and the use of different educational resources, including technology, but ultimately the learning activities in which the student is actually engaged (mental, physical, and social) determine what a student learns in the classroom. Classroom learning involves social, emotional, and participatory factors as well as cognitive ones, and learning theories must take these factors into account. Furthermore, another form of learning is research. This research is conducted in cells of schools and universities where professors and students are involved daily on a wide range of topics. Simply put, in businesses research might focus on developing a product, but in classrooms research might focus on questioning and experimenting techniques so that students learn and canimplement it later. Most current theories of learning assume that the goal of education is to develop students' ability to understand content and think for themselves, assumptions that are consistent with most modern schools. Learning Theories Behaviorism Behaviorism lies in the learning theory that directly highlights observable behaviors and renounces any independent practices of the mind. Supporters of behaviorist theory explain "learning" as new behavior formed by surrounding situations. Behaviorist learning theory is considered a successful theory and contributes several practical implications that have been seen to improve people's lives, such as helping to establish therapies to cure phobias. The theory also provides strong evidence through research for education discussion. Behaviorism contributes to the research evidence available in the literature so that we can make effective decisions in relation to children's learning and education. However, there have been several criticisms against behaviorist learning theory as the theory does not refer to all types of learning because it neglects mind-related activities. Furthermore, behaviorist theory does not describe any kind of learning, such as children learning new learning patterns, and there is no support mechanism involved. In addition to this, some research has also shown that animals adapt to new information through reinforced models.Cognitive Constructivism TheoryThis theory states that learning is an active and constructive process. However, it is the students who construct the information. Newly constructed information is associated with previous knowledge. Unlike behaviorism which is based on external circumstances, cognitive learning is based on an internal approach. The theory aimed to assess how well children could write, count and solve problems. However, this theory focuses on children rather than all students. On the other hand, the theory is more concerned with development than learning. According to Jean Piaget, children go through four stages of cognitive development. The first stage is the sensorimotor stage and is between birth and the age of 2 years. During this stage, Piaget believes that the child knows the globe through its sensations and movements. Piaget also believes that infants learn more about the globe through basic actions such as grasping, sucking, gripping, listening, and looking. During the sensorimotor stage, children go through a period of dramatic learning and growth. When children associate with their surroundings, they continue to make new inventions about how the globe works. The second phase is the preoperative phase. This stage includes children between 2 and 7 years old. During this stage, children begin to think through usage symbols and learn to use pictures and words to represent objects. They try to think about objects in a concrete way. They struggle to understand the idea of ​​consistency. The third phase is the concrete operational phase. At this stage children begin to think logically about concrete events. Additionally, children at this stage become altruistic and begin to think about how other people might feel or think. The fourth stage is the formal operational stage which occurs between the ages of 12 and beyond. In this stage, adolescents think about philosophical, ethical, social, and moral issues that require theoretical and abstract reasoning. Social Constructivism Learning Theory According to the scholars behind this theory, social constructivism places emphasis on naturecollaborative learning. The theory states that all cognitive functions come from social interactions. Furthermore, learning does not only include a student's adaptation and assimilation of new knowledge. Theorists see students as the builders of knowledge. On the other hand, culture and language contribute greatly to cognitive development. The theory sees how a student can gain motivation through learning constructivism. According to the theory, student motivation can be extrinsic or extrinsic. On the contrary, according to behaviorist theory, motivation derives from external factors. Learning through interaction requires students to develop group skills and see personal learning in relation to group outcomes. Example in the classroom, a teacher can group students and assign topics for discussion. Students will understand better when discussing because they can freely exchange knowledge with each other leading to a detailed understanding of the knowledge. Experiential Learning Refers to the type of learning gained from experience. David Kolb was the psychologist behind this theory and was influenced by the work of other theorists such as John Dewey and Jean Piaget. David refers to this type of learning as a strategy through which knowledge is developed through the transformation of experience (Kolb & Kolb, 2015). Experiential learning is different from other learning theories such as behavioral and cognitive theories. Cognitive theory emphasizes the mental process of learning while behavioral theory ignores the possible role of personalized experience in the learning process. Kolb explained two different approaches to gaining experience; tactile and abstract experience (Poore, Cullen & Schaar, 2014). The first is the tactile experience. The tactile experience uses information that serves as the basis for contemplation. From assimilation, students assimilate data and form imaginable concepts. The concepts are then applied in developing new theories about the world which students then experiment with how they can be used in their daily lives. Andragogy Theory This theory was developed by Malcolm Knowles and emphasizes that adults are self-driven and expected to take responsibility for their own choices. Therefore, adult learning centers have embraced this feature. The theory is based on various assumptions. The first prerequisite is the self-concept. Because adults are mature, they have a greater self-concept than children. This gives them the authority to take part in directing their own learning. The second assumption is previous learning experience. Adults have a wide range of experiences that they can refer to in their learning process compared to children who are on a journey to gain new experiences. The third prerequisite is the willingness to learn. Most adults understand the importance of education and this makes them focused and serious about learning. The fourth assumption concerns the practical lessons to be learned. Adults seek experiential, problem-centered strategies for learning. The fifth assumption is internal motivation. While most children are motivated by external factors such as rewards or punishments, adults have intrinsic motivation. Therefore, according to androgyny theory, adults need to focus more on the process and less on the content being taught. Adult learners should use strategies such as role-playing, case studies and self-assessment. on the other hand, instructors should adopt a role of facilitator rather than teacher. Keep in mind: this is just.