We use the term ‘learning’ all the time in everyday life and it is defined in many different ways (Ertmer & Newby, 2013). In educational psychology different people from various schools of thought use different words to define learning, but in general, we’re talking about a step-by-step process in which an individual experiences permanent, lasting changes in knowledge, behaviours, or ways of processing the world. Learning can therefore be defined as:
 A change in behaviour as a result of experience or practice.
 The acquisition of knowledge.
 Knowledge gained through study.
 To gain knowledge of, or skill in, something through study, teaching, instruction or experience.
 The process of gaining knowledge.
 A process by which behaviour is changed, shaped or controlled.
 The individual process of constructing understanding based on experience from a wide range of sources.

Learning theories provide a pedagogical basis for understanding how our students learn. As McLeod (2003) notes, “Each theoretical perspective offers benefits to designers but the perspectives must be taken into context depending upon the situation, performance goal(s), and learners.

References

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

McLeod, G. (2003). Learning theory and instructional design. Learning Matters, 2(2003), 35-43.