Learning is an important continuous part of everyday life. It is a process that results in some modification of the way of thinking, feeling or doing things. Learning involves the process of passing information from an informant to another person to increase the level of knowledge ( Merriam, Caffarella & Baumgartner, 2007). However, people learn with different abilities and will require a specific learning style to fully understand a new concept. Different styles of learning originate from factors such as conditioning, genetics, physical and mental abilities. In this regard, teachers need to realize the unique nature of people and determine the best approach to cultivate valuable perspectives.
The learning theories are conceptual frameworks that describe how a person absorbs, processes and retail information during learning. The theories allow teachers to understand the process of learning and select the most appropriate method. Instructors can use the learning theories to determine the best way of teaching. These learning theories provide instructional strategies to teachers for facilitating learning within the classroom and everyday life ( Merriam, Caffarella & Baumgartner, 2007) . In education the most common teaching approaches are descriptive and prescriptive that helps determine what is learning. This paper looks to explain the application of learning theories to life to provide structural foundations for planning and conducting learning activities.
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Behaviorism
The behaviorist theory of learning suggests that learning is the process of responding to external stimuli. The theory originated from an idea that human beings can be controlled depending on antecedents or consequences. According to this theory, a person’s behavior is determined by an external stimulus and can be explained without considering mental states or consciousness ( Schunk, 2012). Behaviorist theory is based on the idea that reinforcing a behavior sustains it while punishing can reduce an undesirable behavior in a child. Behaviors that are reinforced will continue while those that are punished tend to end. Behaviorism learning theory can be subdivided into associative learning, operant, and classical conditioning.
Classical conditioning is an aspect of behaviorism that entails using a controlled stimulus to manipulate an unconditioned stimulus to create a conditioned response. It happens when a stimulus automatically triggers an involuntary response. Classical conditioning involves things that coincide due to being casually related or occurring at random ( Schunk, 2012). . When two things are repeatedly paired together out, a person is most likely to respond to one as they already responded to the other.
On the other hand, operant conditioning in behaviorism refers to the process of creating a voluntary response to a reward or punishment system. It entails reinforcing the behavior in a person using positive and negative reinforcement cues such as rewards or punishment. A person is most likely to associate a certain behavior with its associated consequence ( Schunk, 2012). . For example, a student is more likely to study for an exam if there is a reinforcing stimulus. A parent can modify good behavior by rewarding the excellent behavior of a child with some prize, which makes him realize that performing well leads to some rewards.
Behaviorism theory of learning can be applied to life in several settings such as in the classroom. For example, reinforcing a student’s behavior can entail providing prizes for excellent performance and restraining incentives for poor performances. The behaviorist theory originated from the desire to help learners acquire behavioral skills ( Schunk, 2012) . The teacher provides a simulation that excites the learner, driving a new desirable behavior. In essence, it is possible to modify the behavior of a person by offering reward for positive behavior or punishment for negative behavior. For example, detailing students or arriving late and rewarding them for performing better in exams can reinforce the behavior.
Cognitivism
Cognitivism is another learning theory that deals with the internal stimulus of the brain rather than the external stimuli. The theory suggests that learning occurs when an individual acquires and stores information in the mind. In this case, the mind acts as an information processor, and changes in behavior reflect what is in people’s minds. Cognitivism deals with the use of instruction in education, which is organized, sequenced and presented in a meaningful manner to the learner ( Mandler, 2002) . It emphasizes the retention of information and the ability to recall it by using quality teaching practices. The student attains learning though rehearsal and consistent use of the acquired information.
This learning theory can be described by several aspects such as Bloom’s taxonomy and schema theory. Schema theory is the key to cognitivism. The concept of states that a person stores information in organized units known as schema that determines how the information is used. According to this sub-theory, all human beings possess categorical rules used to interpret new information based on how they fit into the rules. The schema concept explains how individuals organize and interpret information, which can help interpret a vast amount of information ( Mandler, 2002) . For example, a child will first develop a schema for a horse by knowing its features such as four legs, tail and hair. She will then modify her existing schema once she encounters a cow and learning that it is different.
Secondly, Bloom’s taxonomy is an aspect of cognitivism that defines and distinguishes different levels of human cognition. A teacher using Bloom's taxonomy focuses on encouraging high-order thought within a student by building up from lower-level cognitive skills. Bloom identified six levels within the cognitive domain starting with the simple recognition of facts and increasing to complex mental levels ( Mandler, 2002) . For example, a student starts by remembering the previously learned material as the lowest level and move through comprehension, application, analysis, and synthesis until they reach the highest level of evaluation.
The best way to apply cognitivism in real life is by proposing questions that can help students refine thinking. Teachers can use techniques such as visual aids when teaching to help students retain information. This can be in the form of puzzles, flashcards or computer games. At the same time, feedback is a crucial part of cognitivism theory that allows for the transfer of information. In this regard, the teacher discusses with the student an alternative way of dealing with the questions rather than telling him the right answer.
Cognitive theory focuses on thinking skills as it emphasizes foundation knowledge. Memory is given a prominent role in the learning process. It is the ability to keep and retain information in the brain, consisting of short-term, long-term and sensory memory. The cognitive determinants associated with behavior include outcome expectations, intention, and self-efficacy ( Mandler, 2002) . It is an ideal approach for teaching higher level learning such as problem-solving and critical analysis. Cognitivism learning theory rejects the behaviorist approach to learning due to its focus on external stimulus. It focuses on learning through understanding the internal mental process. The cognitive domain under this theory involves the development of intellectual skills, which entails the concepts and procedural patterns that help in developing intellectual abilities.
Constructivism
Constructivism learning theory focuses on building an understanding of a phenomenon by constructing knowledge based on past experiences and objective reality, According to constructivism, the behavior is the result of testing personal hypothesis. Constructivism believes learning involves constructing knowledge of the world rather than acquiring it ( Wilson & Peterson, 2006) . It draws on the existing knowledge and skills of students, allowing them to synthesize new knowledge from prior learning. In such a learning environment, the teacher assumes the role of a facilitator to help learners explore the information within a certain framework. The teacher sets up problems and monitors how the students explore it, guiding their inquiry and promoting new thinking patterns.
In constructivism, the meaning of phenomena is constantly evolving. This means one’s knowledge of a subject may take a new meaning every time it is applied to a new perspective. In this regard, the theory emphasizes conducting learning in realistic settings and ensuring the learning tasks are relevant to a person’s past experiences. In this teaching approach, students can learn by collaborating with others to organize ideas and construct their knowledge by learning from each other. The teacher can motivate students to engage each other, making them take an active role in the learning process ( Merriam, Caffarella & Baumgartner, 2007) . Several students can work together and cooperate in solving problems and finding solutions.
Constructivism can be categorized into discovery learning, social and cognitive constructivism. Discovery learning under focuses on helping learners to discover information for themselves. It is the epitome of constructivism where students are expected to learn new information using existing knowledge or past experiences. The process is inquiry-based method where students learn new information by exploring and manipulating objects as well as perform experiments. The idea of this method is the fact that a person can easily remember a concept if they discover it on their own as opposed to knowledge learned from the teacher.
On the other hand, social learning believes learning is a social activity associated with connecting. It involves interaction between teachers, students, and parents. Social constructivism believes learning can occurs between two people, the holder of information and the recipient ( Wilson & Peterson, 2006) . As such, a person will get information when he interacts with a more informed individual through social negotiation. The interaction allows two or more people to exchange information, this encouraging active engagement and creativity. This approach can work in real life by shifting and reshaping the learning and teaching perspectives. For example, a teacher adopts the role of a facilitator of learning, questioning student’s answers to ensure they have a good grasp of the content. They also explain the answers to students, while encouraging them to reflect on these answers. In essence, social constructivism states that learning involves several social processes and interactions.
Constructivism believes learning is an active process and information cannot be absorbed passively. In this regard, the learning process is facilitated by encouraging active inquiry and guiding students to question their assumptions while constructing their knowledge. In essence, constructivism focuses on constructing knowledge, rather than producing it ( Schunk, 2012) . It utilizes an interactive teaching strategy to create a meaningful context for students to construct knowledge based on their past experiences. The constructivism can be applied in the classroom by encouraging and supporting student initiative and autonomy. In a traditional classroom, constructivism can be conducted using collaborative learning, group work or debates between learners. The theory can also happen within a law discipline through internships and apprenticeships. Teachers should also encourage student critical thinking and inquiry by asking open-ended questions and giving them time to construct their meaning.
Humanism
Humanism is also a learning theory that is considered a philosophical as well as a scientifically based theoretical framework. This approach describes learning as a function of a whole person, which means it cannot occur unless there is involvement of cognitive and affective domains. The humanist approach is concerned with the needs of students as it advocates for learning as a personal act ( Wilson & Peterson, 2006) . A crucial aspect of humanism is its emphasis on the capacity of a person for self-determination. An important skill under humanism is the aspect of listening more than talking and encouraging students to take responsibility for their learning. In this learning model, students have a role of exploring and observing, using their self-evaluation skills to monitor and learn. Some sub-theories under humanism learning theory include motivational, experiential and Steiner pedagogy.
Abraham Maslow is largely associated with the humanist approach as he founded the humanist psychology. Maslow created a hierarchy of human needs that can be used in learning, theorizing the intrinsic human motivation to learn with the goal of self-actualization. The goal of humanist teaching approach is to develop self-actualized people in a sportive environment through student-centered learning. Abraham Maslow theory of hierarchy includes self-actualization as a human need at the top of the hierarchy ( Wilson & Peterson, 2006) . Maslow’s theory believes experience is the primary phenomenon in studying human behavior, based on self-realization and creativity. Maslow rejected behaviorist perspectives, explaining that the drive for learning is intrinsic to bring about self-actualization. Learning also achieves the goal of satisfaction and a sense of accomplishment.
The humanist approach has also been developed through humanistic pedagogues such as Rudolf Steiner. This sub-theory seeks to engage the whole person in achieving total potential. Based on this concept, the role of the teacher is to facilitate and ensure the education is dialogic. The teacher is supposed to empower the student and ensure they engage in their destinies. As such, the teacher is perceived as a resource person, guiding the learner to solve problems.
The humanistic theory of learning focuses on allowing students the autonomy to learn, based on the assumption that people act with values and intentionality. The theory contrasts with behaviorism, since learning involves watching the behavior of others, though it does not have to involve a change in behavior ( Wilson & Peterson, 2006) . In this approach, the role of a teacher is to act as a resource person, modelling appropriate behavior in the student and ensure they do not replicate any inappropriate behavior. Furthermore, the teacher motivates students to undertake tasks, foster group work and teach learning skills.
Conclusion
Learning is an important aspect of every day’s life that involves an interaction between the learner an instructor. The success of learning lies in selecting an appropriate teaching approach that can maximize the learning process ( Merriam, Caffarella & Baumgartner, 2007) . This paper has described the learning theories and their applicability in real life situations. Knowing the different approaches to learn can help teachers become better educators as well as understand how to help students become better learners. The point of this research was not to determine the most superior learning theory, rather highlight the different available theories. These learning theories have different approaches to teaching. Each approach focusing on how the teacher can facilitate the learning process with the student. The teacher can use reinforcement to facilitate learning or allow students the freedom to find their own goals and set individual standards. Either way, the methods focus on transferring knowledge and new information to a student. All of these learning theories are important contributors to the teaching and learning in real life and can be applied in every aspect of a person’s life.
References
Mandler, G. (2002). Origins of the cognitive (r) evolution. Journal of the History of the Behavioral Sciences , 38 (4), 339-353.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide . John Wiley & Sons.
Schunk, D. H. (2012). Learning theories an educational perspective sixth edition . Pearson.
Wilson, S. M., & Peterson, P. L. (2006). Theories of Learning and Teaching: What Do They Mean for Educators? Working Paper. National Education Association Research Department .
