Contributions and Shortcomings of Classical Learning Theories as Applied to E-Learning: A Literature Review

Abstract

The design and delivery of e-learning have been informed by the 20th Century Classical Learning Theories (CLTs) namely: Behaviorism, Cognitivism and Constructivism. Though each theory has significantly contributed to e-learning; there exist certain lacunae in their application to the practice. Connectivism is a recent addition which is described as a learning theory of the digital era. However, although constructivism and connectivism were especially stipulated to underpin collaborative learning; they fail to inform what activities and behaviors constitute collaborative learning in the e-learning context. This paper presents the literature on the contributions and shortcomings of CLTs as applied to e-learning as well as their pedagogical and technological implications. The scoping review method was used to locate, analyze, synthesize and present the findings. The shortcomings identified from this review formed the basis for the ongoing research to extend connectivism into a collaborative e-learning theory using the Grounded Theory Methodology.