Behaviorist, Cognivist, or Constructivist? OR What Comes First?

In Module 2, Dr. McBride had us read an article by Mohamed Ally, entitled Foundations of Online Learning. The following are selections from a discussion board posting assignment, discussing how to classify four activities by the learning theory (described in the same article) with which they can be classified. 


I said: 
"Examples of online learning activities:
Activity 1: Students work in collaborative groups to create a Thinking Map or other conceptual model of the properties and classification of minerals using a graphical wiki program such as Kerika.
Activity 2: Students participate in a virtual dissection simulation called Froguts.
Activity 3: Students take a Blackboard  online quiz after reading a story on African cultures.
Activity 4: Students work with a partner to create a PowerPoint presentation on the steps in calculating a discount shown in percentage and computing the sales tax.
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Based on the Ally reading, I think:
Activity 1 is constructivist because students are collaboratively "constructing knowledge" in their exercise to create a thinking map.
Activity 2 is only cognitivist because students are asked to work with the information, anatomy of the frog, and are not asked to evaluate their learning process (beyond completion of the activity).
Activity 3 is behaviorist because students are quizzed on the "what" of a story. Students are not creating knowledge (as it is written).
Activity 4 is a blended activity. It is cognitivist in that it asks students to document a process (the steps of a calculation) and constructivist in that it requires collaborative work to create a document to teach others the process. The second part of the activity gives insight into the learning process of each student and the first is simply respectful of it."

A fellow student (Lea Ann Koekenberg) commented slightly differently: 

"Activity 1: Students work in collaborative groups to create a Thinking Map or other conceptual model of the properties and classification of minerals using a graphical wiki program such as Kerika.

Cognitive: Students are asked to read information and process what they’ve learned to create a “Thinking Map” however I also think that it’s Constructivist because it is collaborative and cooperative learning with others.  So I think this hits both schools of thought.

Activity 2: Students participate in a virtual dissection simulation called Froguts.

Behaviorist: students will learn the anatomy of the frog then systematically and sequentially cut into the frog virtually.  The student will have to follow each step to the dissection with great care.  The students know that the end product is a completely dissected frog.  This could also be Constructive school of thought because the simulation is very interactive. 

Activity 3: Students take a Blackboard  online quiz after reading a story on African cultures.

Behaviorist: students are asked to take what they’ve learned process it and then take a test to see just how much they know.

Activity 4: Students work with a partner to create a PowerPoint presentation on the steps in calculating a discount shown in percentage and computing the sales tax.

Cognitive: Students must process what they’ve learned to create a PowerPoint presentation.  Constructivist: because students are asked to work in a group or with a partner to collaborate and Behaviorist because students have to teach the step by step process of how to calculate the discount in percentage and computing the sales tax. "

REFLECTION: TBA