Behaviorism	Constructivism	Cognitivism	Connectivism	Andragogy
Year	1913​​	~1950	1920's	2005	1970's
Key Contributors	John B. Watson B. F. Skinner Ivan Pavlov	Jean-Jacques Piaget Lev Vygotsky Jerome Bruner	Jerome Bruner Albert Bandura	George Siemens Stephen Downes	Malcom Knowles
Main Concept	Knowledge is simply a retained collection of mechanical responses to external stimuli.	Learners actively construct their own learning & knowledge upon the foundation of existing knowledge and experiences.	Internal mental processes can be understood scientifically.	Knowledge is distributed across networks where connections inform learning.​	Adults learn differently from children. Design accordingly.
Assumptions	​There is a single correct response to a given stimulus	​All knowledge is constructed from the learner's previous knowledge, regardless of how one is taught	Learning takes place largely by observation & imitation. Learner agency and self-efficacy are essential to learning.	​Knowledge can exist outside of a person in a [digital] network of connections between people.	​​Adults are self-directed, independent learners. Adults bring their lifetime of experience into their learning. The readiness of an adult to learn is directly proportional to how relevant the subject is to their lives. Adults are problem-centered learners, rather than content-centered. With maturity, motivation to learn shifts from extrinsic to intrinsic sources.
Principles	​Learning is the process of trial-and-error testing of possible responses with external positive and negative reinforcement of each tried response. The schedule of external reinforcement conditions the learner to produce the correct response to the given stimulus.	​Learners shape new knowledge to fit existing knowledge. Existing knowledge is modified to fit new information Learning cannot be separated from its social context (culture, language, educators, and peers).	​A learner's expectations and past experiences affect the mental processes they use to learn. The purpose of education is to develop the mental processes for lifelong learning.​	​Technology plays an important role in learning. Learning is more important than knowing. Fostering connections is necessary for continual learning. Making connections is a core skill. Knowledge must be kept up-to-date. Decision-making is a learning process as knowledge evolves. ​(WGU, 2021)	Adults need to be involved in shaping and directing their learning. The previous experiences of adult learners should be used as the basis for the learning experience. Adults will be more interested in learning material immediately relevant to their own needs, interests, and experiences. Learning experiences should focus on problem-solving, rather than content consumption.
Strengths	Humans can be extrinsically motivated. It is easy to understand & implement Behaviorism as an educator. The results are objective & quantifiable.	Students have personal agency in their learning Material can be adapted to student interests Encourages development of critical thinking, meta-cognition, & independent research Fosters social skills Promotes diverse viewpoints	​Bridges a gap between Behaviorism and Constructivism. Acknowledges differences in how people think. Practices can feel very relatable and empowering.	​Fosters collaboration. Celebrates diversity of opinion & experience. Encourages independence & agency in students for their learning. Leverages technology & scientific advancement of content. ​​(Biznews, 2021)	Leverages everything that an adult learner can bring to their learning. Can foster an exciting and reciprocal learning experience. Exceptionally well suited to informal learning, with its emphasis on learner-centered and responsive teaching.
​Weaknesses	Behaviorism relies on there being a single correct response. This is rarely the case. Relies on repetition, but the amount of practice varies by learner. There is a limit to the complexity of behavior that can be molded purely by external reinforcement. A given reinforcement will vary in efficacy between learners. Not all humans are motivated by the same things.	Low structure, which is not suitable to all students. Makes grading more difficult Struggling students can fall behind Misconceptions can be difficult to identify & correct	​Does not account for physiological reasons for a particular mental process to be difficult. It is very difficult to accurately intuit how someone else is thinking or feeling. Requires great flexibility, empathy, and intuition by the instructor.	Can lack guidance or opportunity for reflection. There are many different paths to navigate a network & opportunities for misinformation or confirmation bias. (Biznews, 2021)	Generally assumes foundational knowledge, which may not be equal and accurate for all learners. Conflicts between new knowledge and past experience or knowledge will slow the learner and could alienate them from the material. Can be difficult to keep the learning experience suited to the needs, interests, and history of all learners.

Citations 

1. Biznews. (2021, March 14). George Siemens Connectivism Learning Theory & Examples. Retrieved October 19, 2021, from https://biznewske.com/george-siemens-connectivism-learning-theory/
2. ​​Western Governors University. (2021, May 27). Connectivism Learning Theory. Retrieved October 15, 2021, from https://www.wgu.edu/blog/connectivism-learning-theory2105.html#close