Table of Contents
List of Tables
List of Figures
Chapter 1: Introduction
——-Theories of Learning
——-The Impact of Learning Theory on Instructional Design
——- A Shift toward Principles
——- The Purpose of this Study
——- Overview of Chapters
Chapter 2: Method
——- Textual Research
——- Guidelines for Selecting Literature to Review
——- Guidelines for Selecting Principles (The “Methodological Lens”)
——- Categorical Development Through Constant Comparison
——- ——- Analysis
——- ——- Synthesis
——- ——- Organization
Chapter 3: Literature Review
——- The Behavioral Perspective
——- ——- Associationism (Aristotle – 350 B.C.E)
——- ——- Connectionism (Edward L. Thorndike – 1898)
——- ——- Classical Conditioning (Ivan Petrovich Pavlov – 1928)
——- ——- Behaviorism (John B. Watson – 1913)
——- ——- Operant Conditioning (Burrhus Fredric Skinner – 1938)
——- ——- Mathematico-Deductive Theory (Clark L. Hull – 1943)
——- ——- Contiguous Conditioning (Edwin R. Guthrie – 1930)
——- ——- Stimulus Sampling Theory (William K. Estes – 1950)
——- The Cognitive Perspective
——- ——- Associationism (Aristotle – 350 B.C.E)
——- ——- Memory and forgetting (Hermann Ebbinghaus – 1885)
——- ——- Purposive Behaviorism (Edward Chance Tolman – 1922)
——- ——- Insight Learning (Wolfgang Kohler – 1925)
——- ——- Cognitive Information Processing (Atkinson & Shiffrin – 1968)
——- ——- Subsumption Theory (David P. Ausubel – 1962)
——- ——- Schema Theory (Rumelhart & Norman –1976)
——- The Constructive Perspective
——- ——- Constructivist Learning in the Classroom (mid-1990s)
——- ——- Intellectual Development Theory (Jean Piaget – 1952)
——- ——- Discovery Learning (Jerome Bruner – 1961)
——- The Human Perspective
——- ——- Hierarchy of Human Needs (Maslow – 1943)
——- ——- Biological Motivation (Fuller – 1962)
——- ——- Achievement Motivation (Atkinson & McClelland – 1953)
——- ——- Attribution Theory (Weiner – 1971)
——- ——- Self-Worth Theory (Covington – 1976)
——- ——- Self-Efficacy (Bandura – 1977)
——- ——- Self-Determination Theory of Motivation (Deci & Ryan – 1985)
——- ——- Self-Regulation (Zimmerman & Schunk – 1989)
——- ——- ARCS Theory of Motivation (Keller – 1979)
——- ——- Freedom to Learn (Rogers – 1969)
——- ——- An Agentic Theory of the Self (Bandura – 1997)
——- The Social Perspective
——- ——- Sociocultural Development (Lev Semyonovich Vygotsky – 1934/1978)
——- ——- Social Cognitive Learning Theory (Albert Bandura – 1977)
——- ——- Expansive Learning and Activity Theory (Engestrom – 1987)
——- ——- Cognitive Apprenticeship (Brown, Collins, and Duguid – 1989)
——- ——- Communities of Practice (Lave & Wenger – 1991)
——- ——- Dynamic, Distr., and Bounded Communities (Wilson & Ryder – 1996)
——- ——- Chapter Summary
Chapter 4: Results
——- Overview
——- Themes Identified
——- ——- Repetition
——- ——- Time
——- ——- Step Size
——- ——- Sequence
——- ——- Contrast
——- ——- Significance
——- ——- Feedback
——- ——- Context
——- ——- Engagement
——- ——- Agency
Chapter 5: Discussion
——-A Conceptual Framework of Principles of Learning
——- ——- Principle #1 – Potential
——- ——- Principle #2 – Target
——- ——- Principle #3 – Change
——- ——- Principle #4 – Practice
——- ——- Principle #5 – Context
——- ——- Principle #6 – Engagement
——- ——- Principle #7 – Agency
——- Relationships Among Principles
——- Using the Principles-of-Learning Framework in Practical Application
——- Domain-Specific Theories of Learning
Chapter 6: Conclusion
——- Accomplishments of the Present Study
——- Limitations of the Present Study
——- Directions for Future Application and Research
——- A Note Regarding Quotes
7 Principles of Learning 