{"id":2303,"date":"2020-06-04T15:07:22","date_gmt":"2020-06-04T22:07:22","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec523\/?p=2303"},"modified":"2020-06-04T15:07:24","modified_gmt":"2020-06-04T22:07:24","slug":"does-behaviourism-theory-mesh-with-mobile-learning","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/etec523\/2020\/06\/04\/does-behaviourism-theory-mesh-with-mobile-learning\/","title":{"rendered":"Does Behaviourism Theory Mesh with Mobile Learning?"},"content":{"rendered":"\n

Author Unknown, Originally published on September 25, 2013<\/a><\/em><\/strong><\/p>\n\n\n\n

Originating with Skinner, Behaviourist theory proposes the analysis of observable and measureable behaviour (Standridge, 2002). If a stimulus is repeated often enough, Behaviourism argues that the subject can learn a corresponding response whenever the stimulus is experienced. As an example, think of the mobile phone. Jordan, et al. (2008) makes this analogy between mobile technology and behaviourism:<\/p>\n\n\n\n

Whenever a mobile phone rings on any bus or train, people scramble to check whether it\u2019s theirs. This is a clear example of a near-automatic response to a stimulus. It illustrates perfectly one of the fundamental laws underlying behaviourism \u2013 the crucial bond between stimulus and response. (p 21)<\/p>\n\n\n\n

When considering the variety of tasks that students complete within a classroom setting, Hammond, et al. (2001) argues that Behaviourism struggles to explain the higher-level thinking processes that students engage in; processes that would involve students being required to state an opinion, use rationality, judgment, or evaluation.<\/p>\n\n\n\n

Although Behaviourism may not be able to explain critical thinking skills, I would suggest it can adequately explain learning that involves rote memorization. Although educators typically encourage students to be critical participants in their learning, rote memorization continues to play a role within the classroom. Rote memorization can often be brought about by tasks involving drill and practice where students are exposed to a repeated stimulus (ie. 4 x 6) to learn a corresponding response (ie. 24). As we then consider the implementation of mobile devices within our classrooms, how might these devices assist with Behaviourist teaching practices?<\/p>\n\n\n\n

Taylor and Sharples (2006) indicate that mobile devices can be particularly helpful with the behaviourist learning process. \u201cThe use of mobile devices to present teaching materials\/content specific questions (stimulus), obtain responses from learners (response), and provide appropriate feedback (reinforcement)\u2026fits within the behaviourist learning paradigm\u201d (para. 5). Mobile devices offer a range of stimulus-response-reinforcement apps which can help students in learning everything from multiplication tables to spelling. There are also customizable apps, such as Poll Everywhere, which allow a mobile device to be used as an automated response device to a multiple choice or feedback question. While the functionality of technology within the mobile learning arena can extend far beyond it being used for basic drill-and-practice, the ability for mobile devices to reinforce stimulus-response-reinforcement knowledge is useful in many subject areas.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Hammond, L. D., Austin, K., Orcutt, S., & Rosso, J. (2001). How People Learn: Introduction to Learning Theories<\/em>. Stanford University School of Education. Retrieved September 15, 2012 from http:\/\/www.stanford.edu\/class\/ed269\/hplintrochapter.pdf<\/a><\/p>\n\n\n\n

Jordan, A., Carlile, O. & Stack, A. (2008). Approaches to Learning<\/em>. McGraw Hill New York, New York.<\/p>\n\n\n\n

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. <\/em>Retrieved September 9, 2012 from http:\/\/projects.coe.uga.edu\/epltt\/index.php?title=Behaviorism<\/a><\/p>\n\n\n\n

Taylor, J., & M. Sharples. (2006). The Pedagogical Perspectives of Mobile Learning. Retrieved online September 23, 2013 from http:\/\/www2.le.ac.uk\/uol\/departments\/beyond-distance-research-alliance\/dissemination-activities\/conferences\/2006\/OnlineEduca2006\/uol-online-educa2006-podcasting-workshop<\/p>\n","protected":false},"excerpt":{"rendered":"

Author Unknown, Originally published on September 25, 2013 Originating with Skinner, Behaviourist theory proposes the analysis of observable and measureable behaviour (Standridge, 2002). If a…<\/p>\n

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