Learning theories is just as old as learning itself. Learning is considered a very personal action. However this simple personal act cannot happen without the influence of the society and in that learning becomes a social action also. Hence there is a paradoxical element associated with learning. Learning is an important activity that humans engage in. It is seen to be significant for human development and as such has occupied center space in philosophical and psychological analysis. The process of learning-‘how learning occurs’ is just as important as the outcomes of learning.
In this context, there have been formal theories as well as personal theories on the learning process and how it can be made better. Using these theories it was possible to gather knowledge on learning techniques, learning capacity, the results, predisposition elements and more. It is to aid in such analysis that the modern psychological study of learning was established by Hermann Ebbinghaus in the 1850’s. Later problem solving as an important concept of learning was discussed by Thorndike in 1874 and classical conditioning theories in 1927 came to the forefront (Cross, 1989). These theories mostly worked with the behavioral response of the individual. There was a supposed stimulus-response framework with environmental factors reinforcing the learning that takes place. However these theories were focused on the behavioral element more. The theories were good only in the context of explaining some of the types of learning such as the rates of information acquisition, the learning of physical or mental skills, the behavior that could be favorable to increase student engagement in classrooms and more.