Theories Of Learning With Interactive Multimedia Resources

Introduction In the wake of scrutinizing distinctive theories of learning, I have thought about Radical Behaviourism (Skinner) and Genetic Epistemology (Piaget) in light of the thought that these two are still the two prevailing theories in terms of learning with interactive multimedia resources (Jonassen, 1991; Atkins, 1993; Hannafin, Hannafin, Hooper, Rieber, and Kini, 1996), as I like to utilise these in the teaching of Religious Studies. As indicated by Deubel (2003), advancements in preparation of such content seem to have taken after movements in the predominant standards of psychology. Early computerised materials are seen to be affected by behaviourist ideas while discovery learning materials seem to be established on later cognitive models of data preparing and constructivism. The increment in cognitive methodologies in the 1980s may be expected as much to innovation advancements in object-oriented programming, hypermedia, and interactive multimedia as to the ascent in psychology of cogn itive theorists (Atkins, 1993). Operant Conditioning or Radical Behaviourism This hypothesis was founded by Skinner in view of a past philosophical proposition started by Watson known the Behaviourist Revolution. As indicated by Fuentes (2000) its philosophical roots are empiricism and positivism and its epistemological model could be characterized as objectivism where reality exists outside of the individual, and learning is a duplicate from reality. 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