Behaviorist Learning Theory and Instructional Strategies

Behaviorism is essentially behavior that results from stimuli in the environment which is reinforced through positive, negative, or neutral rewards (Lever-Duffy & McDonald, 2008, p. 15). This week I explored two instructional strategies that involve technology: "Reinforcing Effort" and "Homework and Practice". I have reflected on how these strategies correlate with the principles of the behaviorist learning theory, and my insights are discussed in this blog.

In the first instructional strategy, “Reinforcing Effort”, technology software can be used to help students see that efforts on their parts can lead to achievement. In the course text, Using Technology with Classroom Instruction that Works, the authors discussed that many students do not understand the link between effort and achievement. Pitler, Hubble, Kuhn, & Malenoski noted, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (2007, p. 155). The authors suggest that having students use a software program, Microsoft Excel, to track their efforts on a project on a weekly basis, and then having students creating a chart would help students see a graphical representation of their efforts toward a project and help them realize that effort leads to achievement. The course text also discussed using online surveys to gather data about a group of students. Once the data is collected, it is shared with a class to show how previous students in classes before them have overcome difficulties and succeeded because of effort that was put forth on their parts.

In the second instructional strategy, “Homework and Practice”, the authors in the course text assert, “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (2007, p. 188). Using technology such as Excel, Word, PowerPoint, and Internet resources allows students different avenues to practice and reinforce skills. These different technologies allow students to not only practice and review, but to apply learning in an engaged way as well as receive feedback for their efforts in the learning process through a visual representation of a final product. Futhermore, when Web resources such as games or tutorials are accessed, students are engaged through the rich multimedia content which provides additional reinforcements for learning. In a game, the program will collect data based upon student responses and will produce a reinforcement, either positive or negative, as its response. A tutorial program will walk the student through a series of steps to teach a concept.

When I reflect upon the correlation between the behaviorist learning theory and instructional strategies that involve technology, it is important to take into account B. F. Skinner’s, early behaviorist, operant conditioning model. The concept of operant conditioning is the idea that responses are conditioned or rewarded based upon a desired behavior (Orey, 2001). Instructional strategies that use technology adhere to the behaviorist theory based upon the operant conditioning view of B. F. Skinner. A student’s response is conditioned through reinforcement provided by technology that takes place over time.


Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on March 10, 2010 from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.