Behaviorism in Online Teacher Training

Abstract
This research involves the study of Behaviorism in Online Teacher Education.
Behaviorism theories were included in an online course in cognition and critical thinking
in education as foundational psychological frameworks to apply to educational practice.
Participants applied theoretical frameworks in instruction and learning design in the
form of analyses, lessons and projects. Analyses were group discussions over the
readings and their application to practice. Lesson Designs were full-length lessons for
inclusion with applications of theory. Project Designs were group projects incorporating
theory into an educational resource. Analyses, lessons and projects were analyzed for
understanding and application of theory.

1. Introduction
The California School of Education at Alliant International University has included a
course in Critical Thinking for Teaching and Learning in a sequence of courses designed
to prepare current and future educators to develop thinkers. A previous paper ( Kaplan,
2017 ) describes the course. Included in the course were overarching frameworks
guiding design, core relevant content, poignant and significant assignments, and
meaningful communication. Course skill and learning outcomes include critiquing
psychological theories in teaching and learning and applying theories in education.
Behaviorist theories, including those of Pavlov ( Liddell, 1936 ; Clarke, 2004) ,
( Thorndike, 1927 ; Waters, 1934 ), Watson ( Gewirtz, 2001 ), and Skinner (1963) ,
have informed many disciplines on methods of influencing behavior, including providing
valuable insights for teaching, training, and learning in education ( Tomic,
1993 ; Bitterman, 2006 ). The theories describe how behavior can be conditioned
through varying techniques shaping the environment of a human. Classical conditioning
formalizes treatments in which stimulus is provided to induce a particular response.
Operant conditioning defines conditions where reward and consequences are issued to
reinforce behavior. Theories about conditioning offer wonderful suggestions for how to
design instruction to support learning and are important in the training of teachers.
The overarching objective of this research is to continue foundational understanding
and application of Behaviorist theory in the training of teachers. A further objective is to
develop the online instructional technologies to accomplish this goal. This paper
describes the participants, instruments, analysis and results of applying Behaviorist
theory in teacher training.

2. Design
2.1. Participants
Study participants included Alliant International University California School of
Education Credential and Master of Education students enrolled in Critical Thinking in
Teaching and Learning over the course of several Terms over two years. Twenty-one of
sixty students volunteered to include their work in the study, five male and 16 female.
The participant body is made up of teachers and teachers in training of multiple
ethnicities on intern and student teaching tracks in special education, single subject in
varying subject areas, multiple subject credentials, and Teaching English as a Second
Language (TESOL). Those who agreed to participate were made up of two Multiple
Subject candidates, fourteen Single Subject candidates including two in Math, two in
English, three in Physical Education, two in Science, two in Language, two Educational
Specialists, four undeclared, and one TESOL candidate. Selection was determined by
required participation in the course and volunteering for the study. The volunteers were
representative of the course participants and teacher candidates in the University.
2.2. Instruments
Study instruments were embedded into the Critical Thinking in Teaching and Learning
online course Behaviorism Module. Participants were presented with Behaviorism
resources and assignments comprised of analyses, lesson designs, and projects.
Participants completed activities individually and in groups during the course of the
week of the module and submitted their assignments online. Understanding and
application of theory were measured group analyses, lesson designs and group project
designs received through online submissions in digital word or web format. Group
analyses involved reflection on the readings, their classroom, and final project. Lesson
designs required selection of a topic to teach based upon State Standards with a design
incorporating the reading. Group project designs were culminating group or individual
work incorporating the reading into projects to improve critical thinking.
2.3. Analysis
Student constructions were analyzed for theory understanding and referencing and
application of theory in education. Theory discussions and analysis noted whether they
acknowledged and noted theory and what they found relevant in the theory. Lesson
analysis involved accounting for and describing referencing to theory and application of
theory in lesson design. Projects were analyzed for theory referencing and application in
project design.

3. Behaviorism Module
Module 2 is a unit on behaviorist theories of psychology in critical thinking and
education. The components of all Modules and Module 2 are described by Kaplan in a
previous paper (2017). Module 2 is described below. The goal of the module is to
provide an overview of behaviorist theories. Learning objectives include analyzing
principles of behaviorism and determining how to effectively apply the principles of
behaviorism in lesson plan and project design.
The module is made up of readings, forums, and assignments. Readings include Cherry
(2016) , Cooper (2013) , Standridge (2002) , Culatta (2015) , Danley, James, Mims, &
Simms (nd) , Baum (2004) , and Peel (2005) . Each reading presents foundational
theories in behaviorism including Watson, Thorndike, Skinner, and Pavlov. Assignments
include brainstorming in project groups over how to incorporate behaviorist theories
into project design, researching technology for project, selecting insights from
behaviorist theorists and incorporating into lesson designed in previous assignments,
and providing meaningful feedback to classmates’ lesson designs.

4. Results
4.1. Theory Analysis and Application
All of the participants referenced Thorndike, Skinner, Pavlov and/or Watson in reflecting
upon various forms of conditioning in shaping behavior and in applying this to teaching
strategies upon reading their theories. Many students mentioned Pavlov and classical
 conditioning, discussing stimulus for a particular response in conditioning behavior. For
example, one participant recommended stimulating critical thinking with fun activity.
Another participant considered how to stimulate behavior of standing up for community
rights. Another participant designed stimuli to change shy behavior via social stimulus
in online networking encouraging interpersonal interaction. Several participants noted
emulation and modeling as stimulus. One participant suggested using music as stimulus
for though, activity change or attention. One participant suggested changing stimulus
depending on learning style.
Many students mentioned Skinner and reinforcement, discussing methods of providing
consequences and positive reinforcement to encourage or discourage behavior. For
example, one student considered classroom interaction design in reinforcing behavior.
Many students considered how to change behavior through positive reward and praise.
One participant recommended training teachers and parents to implement rule setting,
reinforcement, consequence, and praise. Another participant noted planned input,
reinforcement, practice, feedback, motivation, and reward were all useful
recommendations from the theories. One participant added feedback designs to their
exit tickets to provide reinforcement. One participant recommended positive
reinforcement for relieving math anxiety. Several participants recommended rewards
for desired behavior such as candy, raffle tickets, point tracking, and free time. Many
participants mentioned repetition of response as important.
Table 1 shows a number count for whether Behaviorist theories were referenced and
applied in Analyses out of twenty-one participants in twenty groups. Some participants
applied one or both sets of theories.
eference and Application of Theory in Theory
Analyses Stimulus/Response Reinforcement/Consequences
12 13
Table 1. Reference and application of theory in analyses.
4.2. Applications in Lesson Designs
All of the participants discussed conditioning in applying conditioning techniques in their
lesson designs. One participant discussed and applied conditioning by creating a
welcoming environment, rules and expectations set with a culture of encouragement
and consistent encouragement in understanding math and angles.
Several participants mentioned and applied Skinner’s principles of controlled and
planned input, reinforcement, practice, feedback, motivation and reward, for example
in a fun engaging project based learning unit in history on an adventure travel. Several
participants mentioned behavioral analysis as fundamental in teaching.
Several participants mentioned stimulus response theory. One participant, discussing
Watson, advocated the importance of a stimulating environment in encouraging
learning, noting more stimulation will lead to more engagement. Several students
recommended creating a nurturing environment removing negative stimuli to stimulate
learning and study. Another participant, discussing Pavlov, recommended an online quiz
as a stimulus to create excitement. Another participant, considering Pavlov’s use of
sound in stimulating salivation, considered using sound in stimulating student behavior,
such as in gaining attention or another participant in incorporating feedback signals to
indicate when to transition behavior or activity.
Many participants advocated and applied positive reinforcement techniques in their
lesson design, such as reward and praise. One participant designed a lesson with trial
 and error activity in identifying incorrect bar graphs, using positive reinforcement with
stimulus reward opportunity for extra credit. Several participants designed in extra
credit, for example in a lesson in art and political communication. One participant noted
the importance of acknowledgement of accomplishment. One participant recommended
having students who are doing well provide positive support to struggling students, as
well as using candy as positive reinforcement. One participant designed student
conditioning to raise their hand for important questions, but not for no reason, receiving
praise for raising the hand appropriately. One lesson incorporated positive
reinforcement in encouraging more outgoing behavior in social networking. One
participant recommended immediate feedback after modeling behavior. Another added
feedback layers to their exit tickets. Several participants noted students work for what
brings positive feeling, and designed systems to create positive feeling such as token
systems. Several participants suggested rewarding with candy. One participant
designed methods of modifying unhealthy eating habits by presenting healthier ones
and rewarding them. Few participants recommended or mentioned negative
reinforcement techniques. One participant referenced Standridge in recommending
ignoring undesired behavior as opposed to issuing negative consequences.
Table 2 shows a number count for whether Behaviorist theories were referenced and
applied in Lesson Designs out of twenty-one participants. Some participants applied one
or both sets of theories.
eference and Application of Theory in Theory
Lesson Designs Stimulus/Response Reinforcement/Consequences
17 19
Table 2. Reference and application of theory in lesson designs.
4.3. Applications in Project Designs
All but two projects referenced Behaviorist theories presented as a component of the
foundation of their project design. Several projects advocated creating a positive
environment as stimulus for positive development of good behavior. Several
participants recommended analyzing student behavior and dynamics to better design
how students positively or negatively influence each other, referencing Watson’s
suggestion to analyze the organism in the environment. Skinner’s principles controlled
and planned input, reinforcement, practice, feedback, motivation and reward were
recommended in several projects, including a travel adventure language program trying
to eliminate fear of communicating and encouraging communication speaking with
others and initiating conversations through social reinforcement and a history
adventure program. One participant mentioned stimulus conditioning with whistle
sounds to gather attention and indicate activity task rotation in Physical Education.
Another participant lured students with competitive game play in an online quiz
between lectures as encouragement. An alternative assessment program designed
changes to student stimulus based upon student learning style for desired responses.
Most participant projects incorporated negative and positive reinforcement into the
project design, with predominantly positive reinforcement employed in design through
praise and reward. One participant noted importance of the Teacher as the guide and
reinforcer, particularly with Autistic children. One project integrated negative and
positive feedback in a new Algebra Learning and Teaching Cycle program. Another
project rewarded when students respond correctly in an athletic emergency training
program. A Homework pass was given to those who complete their work in first
 assignment in reading and analyzing texts in another project. Another project designed
conditioning through reinforcement and punishment and stimuli for motivation in
physical education. A healthy kids nutrition site incorporated positive rewards for
positive choices like healthy eating and exercise for obesity and diabetes. Positive and
negative feedback and reward in an online forum were designed into a program for
learning and developing critical thinking.
Table 3 shows a number count for whether Behaviorist theories were referenced and
applied in Project Designs out of twenty-one participants in twenty groups. Some
participants applied one or both sets of theories.
eference and Application of Theory in Theory
Project Designs Stimulus/Response Reinforcement/Consequences
13 14
Table 3. Reference and application of theory in project designs.

5. Conclusion
Behaviorism Theories of Psychology are of benefit to support instruction and learning.
This course was successful in inspiring teacher candidates to analyze and apply
Behaviorist theory to instruction. Upon reading theories in behaviorism, teacher
education candidates referenced and applied theories in strategic ways to develop
behavior involved in study and learning in discussions, lesson designs, and final
projects. Strategies from the theories, which arose as beneficial to teaching, included
creating a positive environment with positive stimuli and reducing negative stimuli,
analyzing the environment and social dynamics for positive and negative stimuli,
rewarding desired behavior, discouraging undesired behavior with negative
consequences or being ignored, praising desired behavior, and repetition. The results of
this study suggest Behaviorist theories should be included in the teaching of teachers in
developing their repertoire of knowledge and skills needed to shape student
development.
Results show participants were able to understand and reference the theories and it is
highly likely this is a result of the reading resources and experiencing the discussions in
the course. However, there was no pretest to test prior understanding to experiencing
the course readings and module, or proof their understanding didn’t come from other
sources outside of the course. Therefore, a causal claim about the effect of instruction
cannot be made from this study. A future study might pretest knowledge and compare
groups who have experienced the resources and groups who have not to make a causal
claim about instruction. While all participants referenced and applied theory, not all
participants referenced and applied all theories. The assignments could be redesigned
to require this or improve inducing everyone’s referencing of all components of the
theory in another way. Future research might include a larger sample from future
participants.