Learning Design, Learning Types, Learning Theories

3. Learning Types and Their Connection to Learning Theories

Each learning type corresponds to a different kind of cognitive process and has its own pedagogical purpose, as well as a connection to learning theories. The most common learning types are described in the following interaction.

The interaction shows that learning types are deeply rooted in contemporary learning theories, primarily in:

• constructivism (learning through activity, context, and reflection)

• social constructivism (learning through interaction with others)

• cognitive and behavioural theories in some components

Summative assessment has its roots in the behaviourist paradigm, especially when it comes to standardised tests and quizzes with correct/incorrect answers. In contemporary educational approaches, assessment is not exclusively behaviourist – it is often integrated into a broader constructivist or even socioconstructivist context of learning and assessment.

Course design includes balancing several learning types, depending on the learning outcomes and the context.

Laurillard defines six fundamental learning types in the ABC model, developed at University College London. These learning types can be used as a starting point for designing the learning experience. The OULDI model (Conole, 2013), created at the Open University (London) as a systematic approach to visual and collaborative learning design, and the BDP model (Divjak et al., 2022), developed at the University of Zagreb, Faculty of Organization and Informatics, include five and six learning types, respectively.

Comparison of learning types in the BDP, ABC, and OULDI models

Note:

Collaboration in the ABC model is considered a separate learning type.
Assessment in the BDP model is a separate category, while in the ABC and OULDI models it is embedded within other activities (e.g., production, discussion, and reflection).
The BDP model additionally considers formative and summative assessment, as well as delivery modalities, as dimensions that accompany each learning activity type.