Abstract

This study explains the concept of learning in the light of the opinions of behaviourists, connectivists and
humanists. The researcher focused on key points of difference among the behaviourists themselves and other
schools of thought on the topic. For this purpose, the qualitative paradigm of research was used and method of
content analyses was applied. According to the behaviourists learning is not an active but passive process of
memorizing information that requires external reward. Understanding is merely seeing relationship or patterns
and applications requires not more than transfer of training. According to the humanists learning is a personal act
of individual to fully utilize his potential. It is essential that instructional activities should be based on the
learners’ basic needs for the success of the learning process. It is an unending curiosity that includes identifying,
discovering, drawing in from the outside world and making that which is drawn in a real part of Me. Learning
situation must allow the learner to move at a pace that best suited to him. It should provide opportunities for
continuous assessment and utilization of the feedback as a part of learning. Connectivists believe that learning is
a way of being. It is an ongoing pattern of attitudes and actions by individuals and groups which they employ to
deal with the surprising, new/novel, messy, obtrusive events and situations. It occurs in different of ways from
the practicing communities, personal networks, and through completion of work-related tasks. It is a continuous
process for a lifetime without separation from work related activities. They present a model of learning which
recognizes that learning is no longer an internal, individualistic activity. It provides an insight and skills to the
learners how to flourish and progress in a digital era of technology.

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