Learning is not directly observable. Learning objectives base on specific learning theories help define target learning goals. Here are three common theoretical approaches to learning objectives.
- The behavioral approach to learning objectives is consistent with behavioral perspectives on learning and with teacher-centered teaching styles.
- The cognitive approach to learning objectives is consistent with cognitive perspectives on learning and an emphasis on teaching and learning knowledge and concepts.
- The constructivist approach to learning objectives is consisent with constructivism and situated learning frameworks and is more likely to accompany student-centered approaches to teaching.
Behavioral learning objectives
Behavioral objectives focus on identifying measurable, observable student behavior by specifying the following:
- conditions under which behavior will be performed
- the student behavior (using a verb to describe a measurable behavior)
- acceptable level or criteria for success
For example, after reading this page, you should be able to accurately name and define three different kinds of learning objectives, 100% of the time.
Cognitive learning objectives
Cognitive learning objectives are broader and less measurable. They may better reflect the goals some professors have for their course. Assessment is more challenging with this approach. Bloom's (1956, 2001) taxonomy of cognition is often used to help generate cognitive objectives:
- knowledge (remember and recall)
- comprehension (understand)
- application (use of concept in a new situation)
- analysis (break something down into its parts, interpret)
- synthesis (generate something new applying the ideas)
- evaluation (make judgements about value, appropriateness, or other attributes)
For example, after reading this page, you should be able to identify the intended learning style of your course and write corresponding learning objectives. (application)
Constructivist learning objectives
The goals of a constructivist teacher are not to cover the curriculum, but instead to engage students as active learners constructing their own knowledge and beliefs within a content domain. Constructivist teachers start with very broad learning objectives and may even negotiate with the class to identify more specific learning goals. Constructivist teachers gather resources and set the stage to challenge learners to explore their existing beliefs, expose them to new ideas, and assign tasks which encourage learners to re-evaluate, re-define, and apply their emerging understandings. For example:
Our starting objectives are:
- consider your personal history of learning experiences
- explore and react to new theories and examples of teaching and learning
- reconsider your original beliefs
- form teams, plan, and develop a real world learning object for a client where the learning object is consistent with your new revised perspective on how technology can enhance learning
- justify your design choices based on the principles you have learned
