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Pedagogical Models in Distance Learning

Cognitive-Behavioral Theory, Social Constructivism, Connectivism

As traditional learning, the distance learning (also called online learning) uses approved pedagogical models that find application in the most popular learning management system.

Approximate reading time: 1m 13s

In the following lines we will present the three primary standards, their key characteristics and specifics. 

The first model we will look through combines two theories – cognitive and behavioral.

The cognitive theory sees the learning process as a single process, regardless of the way the student works – individually or not. Nevertheless, the aim to the personal learning progress continues to take a central place in the creation of learning materials. Their main purpose should be the stimulation of the individual development, as mandatory attention is being paid on various factors – motivation, attitude, etc.

The behavioral theory, on the other side, includes concepts that link the learning process with the perception that due to the usage of different influences the learner should change some aspects of its behavior. For that purpose, tutors have to create learning materials, which not only inform, but also gain the attention and incite to feedback.

The second leading model – those of the social constructivism contains theories, according to which in the learning process should underline the knowledge, gained from the experience (dealing with specific tasks), not that, caused by the simple information teaching. Language, behavioral and other social approaches are also being used.

The third model – the connectivism is tightly connected with the development of the information technologies. It is not possible without them, which logically leads to the understanding, that students and tutors should have the necessary technological knowledge. One of the biggest advantages of this model is the fact it can use a huge amount of information. Another distinctive feature of the connectivism is the perception that the student does not have to vastly know the whole learning content, but to know how to find what he/she needs in the exact moment. For that purpose, he/she can use different forms of communication, which will assure the future of the learning process and the needed connections. In that way, a full collaboration between the three main learning components (content, student, tutors) is fulfilled.