If someone asked you to name all the learning theories you could think of, there are a handful you could probably name without blinking, like Gagne, Blooms, ADDIE, and Kirkpatrick. But beyond these familiar names, there’s a whole ocean of learning theories and instructional models out there—many of which you’ve likely never heard of.
I went out and found every learning theory and model I could find and started categorizing them into a list. My vision started to blur as I approached 60. The sheer number of learning and development models can be overwhelming and even confusing, cluttering the landscape of instructional design. With over 50 learning theories, each with its own nuances and focus, where should you, as a designer, put your focus?
First, don’t overthink it. This isn’t a call for you to memorize them all and put them into action. You could easily and unnecessarily complicate your entire design process by trying to incorporate too much and that’s not the intention of this post. It’s just to help you see all the different models of learning and theories of learning that are out there and remember that there’s not one end all be all method.
Second, while it’s not necessary to memorize every single model, being aware of the variety can significantly enhance your understanding and approach to learning design. Each of these learning theories offers unique insights that can help you create more effective and engaging learning experiences tailored for different scenarios.
Use this list of learning theories as a resource to get familiar with all of them at a high level, and if one sounds interesting to you, use the link to learn more or start your own research. You can easily get lost in academic papers and research into every one of them, but the links I have included for each one share information at a level that makes it quick to understand and apply if you want to. Hopefully this provides new and interesting information and helps sparks some new creativity in how you design learning.
Instructional Design Learning Models
These models are all about making the design of instructional materials and programs as smooth and effective as possible. They guide you through different phases and steps to ensure you’re creating top-notch educational experiences. Think of them as your roadmap to structured, well-sequenced, and well-designed learning adventures.
1. ADDIE Model
Created by: U.S. military, 1975
Description: A systematic approach to instructional design that includes five phases: Analysis, Design, Development, Implementation, and Evaluation. It provides a structured framework to ensure the development of effective educational programs and materials.
2. Gagné’s Nine Events of Instruction
Created by: Robert Gagné, 1965
Description: Outlines nine instructional events that correspond to and address the mental conditions for learning: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
3. SAM (Successive Approximation Model)
Created by: Michael Allen, 2012
Description: An iterative and agile approach to instructional design that emphasizes rapid prototyping and frequent feedback. SAM focuses on creating design and development cycles that are quick and responsive to feedback, ensuring a more adaptive and effective learning experience.
4. Dick and Carey Model
Created by: Walter Dick and Lou Carey, 1978
Description: A systematic approach that views instruction as an entire system, focusing on the interrelationship between context, content, learning, and instruction. It includes stages such as identifying instructional goals, conducting instructional analysis, analyzing learners, writing performance objectives, developing assessment instruments, developing instructional strategies, and evaluating instructional outcomes.
5. Rapid Prototyping
Created by: Donald Schön and others, 1980s
Description: An iterative design and development process that involves quickly creating and refining prototypes based on continuous feedback and testing. It helps in developing more user-centered and effective instructional materials.
6. Action Mapping
Created by: Cathy Moore, 2008
Description: A performance-focused approach that emphasizes real-world application and practice. It helps instructional designers identify and address the actual performance needs of learners, creating more relevant and impactful learning experiences.
7. Backwards Design
Created by: Grant Wiggins and Jay McTighe, 1998
Description: An approach that starts with the end goals and designs backwards from those goals. It involves identifying desired learning outcomes, determining acceptable evidence of learning, and planning instructional activities that lead to achieving those outcomes.
8. Four-Component Instructional Design (4C/ID) Model
Created by: Jeroen van Merriënboer, 1997
Description: Focuses on complex learning and skill acquisition through integrating four components: learning tasks, supportive information, just-in-time information, and part-task practice. It aims to create holistic and effective learning experiences.
9. Taba Model of Curriculum Development
Created by: Hilda Taba, 1962
Description: Emphasizes inductive thinking and active participation of learners in developing the curriculum. It includes steps such as diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing learning experiences, and evaluating.
Evaluation and Feedback Models
Focus Area: These models focus on measuring and enhancing the effectiveness of instructional programs. They provide frameworks for evaluating learning outcomes, learner reactions, behavior changes, and the overall impact on organizational goals. They also offer guidelines for optimizing instructional design to reduce cognitive overload and improve learning efficiency.
10. Kirkpatrick’s Four Levels of Evaluation
Created by: Donald Kirkpatrick, 1959
Description: Measures the effectiveness of training programs through four levels: Reaction (learner’s immediate reaction), Learning (knowledge or skills gained), Behavior (changes in behavior due to learning), and Results (impact on organizational goals).
11. Merrill’s First Principles of Instruction
Created by: David Merrill, 2002
Description: Focuses on five core principles: problem-centered learning, activation of prior knowledge, demonstration of skills, application of skills, and integration of these skills into real-world activities. These principles aim to create more effective and engaging instructional experiences.
12. Component Display Theory
Created by: M. David Merrill, 1983
Description: A prescriptive model focusing on different types of learning outcomes and how to teach them. It includes four primary presentation forms: rules, examples, recall, and practice.
13. Cognitive Load Theory
Created by: John Sweller, 1988
Description: Focuses on optimizing cognitive processes by reducing cognitive overload. It provides guidelines for designing instructional materials that align with the cognitive capacity of learners, enhancing learning efficiency.
14. Heuristic Evaluation
Created by: Jakob Nielsen, 1990
Description: A usability inspection method for finding the usability problems in a user interface design. It involves evaluators examining the interface and judging its compliance with recognized usability principles (the heuristics).
Motivation and Engagement Theories
These theories are all about boosting learner engagement and motivation. They highlight key factors like grabbing attention, making content relevant, building confidence, ensuring satisfaction, maintaining flow, promoting self-regulation, and tapping into both intrinsic and extrinsic motivation. By focusing on these elements, you can create learning experiences that are not just effective but also genuinely engaging and motivating.
15. ARCS Model of Motivation
Created by: John Keller, 1983
Description: Focuses on four key elements to engage and motivate learners: Attention, Relevance, Confidence, and Satisfaction. By addressing these elements, instructional designers can create learning experiences that capture and sustain learners’ interest and motivation.
16. Flow Theory
Created by: Mihaly Csikszentmihalyi, 1975
Description: Focuses on creating immersive learning experiences that balance challenge and skill to maintain engagement. It describes the state of “flow” where learners are fully absorbed and intrinsically motivated.
17. Self-Regulated Learning (SRL)
Created by: Barry Zimmerman, 1989
Description: Emphasizes learners’ ability to control and manage their own learning processes through strategies like goal setting, self-monitoring, and self-assessment. It promotes metacognition, motivation, and behavioral regulation.
18. Expectancy Theory
Created by: Victor Vroom, 1964
Description: Addresses how learners’ expectations of outcomes influence their motivation and engagement. It proposes that motivation is a function of expectancy (belief that effort leads to performance), instrumentality (belief that performance leads to outcomes), and valence (value of the outcomes).
19. Self-Determination Theory
Created by: Edward Deci and Richard Ryan, 1985
Description: Emphasizes the role of intrinsic and extrinsic motivation in fostering effective learning and personal growth. It identifies three basic psychological needs: autonomy, competence, and relatedness.
20. Behavioral Engagement Theory
Created by: Various, 2000s
Description: Emphasizes strategies to increase active participation and behavioral engagement in learning activities. It focuses on the behavioral aspects of engagement such as time on task and participation.
21. AGES Model
Created by: John Medina, 2008
Description: The AGES model is based on principles from cognitive neuroscience and aims to create learning experiences that align with how the brain naturally processes and retains information. By leveraging attention, generation, emotion, and spacing, instructional designers can create more effective and impactful learning programs.
Constructivist and Social Learning Theories
These theories of collaborative learning highlight that learning is a social journey where we build knowledge through interaction and experience. They stress the importance of context, social learning and interaction, collaborative learning, and guided experiences. Plus, they show how communities of practice and social networks play a big role in the learning process, making it all about connecting and growing together.
22. Situated Learning Theory
Created by: Jean Lave and Etienne Wenger, 1991
Description: Emphasizes learning in context and through participation in communities of practice. It suggests that learning is a social process that occurs through active engagement in authentic activities.
23. Constructivist Learning Environment (CLE)
Created by: David Jonassen, 1994
Description: Supports active, self-directed learning where learners construct knowledge based on their experiences. It emphasizes problem-solving, exploration, and the use of real-world contexts.
24. Cognitive Apprenticeship
Created by: Allan Collins, John Seely Brown, and Susan Newman, 1989
Description: Involves learning through guided experiences with practitioners. It combines traditional apprenticeship techniques with cognitive and metacognitive strategies to bring internal thought processes into the open so they can be observed and learned by students.
25. Sociocultural Theory
Created by: Lev Vygotsky, 1930s
Description: Emphasizes the role of social interaction, language, and learning culture in the development of cognitive functions. It introduces concepts such as the Zone of Proximal Development (ZPD) and scaffolding.
26. Collaborative Learning Theory
Created by: Various, 1990s
Description: Highlights the importance of social interaction and collaboration among learners to construct knowledge. It emphasizes the benefits of group work, peer learning, and cooperative tasks.
27. Expansive Learning
Created by: Yrjö Engeström, 1987
Description: Focuses on how learners can expand their learning by transforming their activity systems and practices. It involves cycles of questioning, modeling, and implementing new ways of working.
28. Connectivism
Created by: George Siemens, 2005
Description: A learning theory for the digital age that emphasizes the role of social and technological networks in the learning process. It suggests that knowledge is distributed across networks of connections and learning consists of the ability to construct and traverse those networks.
29. Community of Inquiry
Created by: Garrison, Anderson, and Archer, 2000
Description: Emphasizes the importance of social presence, cognitive presence, and teaching presence in online and blended learning environments. It provides a framework for creating meaningful and collaborative learning experiences.
Experiential and Problem-Based Learning
Now we’re into the hands-on learning, solving problems, and applying what you learn to real-world situations, theories. They encourage active learning, self-directed exploration, and teamwork by immersing learners in complex, real-life problems and projects that demand critical thinking and planning. It’s learning by doing.
30. Problem-Based Learning (PBL)
Created by: Howard Barrows, 1960s
Description: An instructional method that uses complex real-world problems as the context for students to learn critical thinking and problem-solving skills. It encourages active learning, self-directed inquiry, and collaboration.
31. Experiential Learning Theory
Created by: David Kolb, 1984
Description: Involves learning through experience, reflection, and experimentation. It emphasizes the cyclical process of experiencing, reflecting, thinking, and acting as a framework for understanding how people learn.
32. Goal-Based Scenarios
Created by: Roger Schank, 1994
Description: Uses realistic scenarios and goal-oriented tasks to engage learners in problem-solving and critical thinking. It focuses on creating immersive and context-rich learning experiences.
33. Project-Based Learning (PBL)
Created by: John Dewey, early 20th century
Description: Engages learners in complex real-world projects that require planning, research, and problem-solving. It promotes deeper understanding, critical thinking, and collaboration.
34. Inquiry-Based Learning
Created by: Various, 1960s
Description: Encourages learners to investigate questions, problems, or scenarios rather than simply presenting established facts. It promotes curiosity, critical thinking, and active learning.
Developmental and Cognitive Learning Theory
These theories explore how we think and develop as we learn. They offer a learning and development strategy framework for understanding how people learn, organize information, and deepen their understanding through steps that gradually increase in complexity. They also emphasize the importance of reflection and questioning assumptions, helping to build a solid foundation for deeper learning.
35. Bloom’s Taxonomy
Created by: Benjamin Bloom, 1956
Description: A hierarchical classification of educational objectives in three domains: cognitive, affective, and psychomotor. It helps educators create more structured and comprehensive learning outcomes and assessments.
36. Elaboration Theory
Created by: Charles Reigeluth, 1979
Description: An instructional design theory that starts with simple ideas and gradually increases in complexity. It aims to create a meaningful learning experience by organizing content in a way that builds on previous knowledge.
37. Spiral Curriculum
Created by: Jerome Bruner, 1960
Description: Advocates revisiting basic ideas repeatedly, building upon them until the learner has grasped the full concept. It promotes deeper understanding by progressively increasing complexity.
38. Transformational Learning
Created by: Jack Mezirow, 1978
Description: Focuses on how learners change their frames of reference through critical reflection and discourse. It involves experiencing a disorienting dilemma, critically assessing assumptions, exploring new roles, and reintegrating new perspectives.
39. Multiple Intelligences Theory
Created by: Howard Gardner, 1983
Description: Suggests that learners have different kinds of intelligences (e.g., linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic) and instructional strategies should cater to these varied intelligences.
40. Fuzzy-Trace Theory
Created by: Valerie Reyna and Charles Brainerd, 1995
Description: Focuses on how people encode, store, and retrieve information in two parallel ways: verbatim (precise details) and gist (general meaning). It explains how different types of memory traces influence reasoning and decision-making.
Technology and Multimedia Types of Learning Theories
These different learning theories dive into how our brains process information and the different stages of learning. They help us understand how people pick up new skills, organize information, and build a deeper understanding by adding complexity step by step, encouraging reflection, and challenging existing beliefs and assumptions.
41. Multimedia Learning Theory
Created by: Richard Mayer, 2001
Description: Provides guidelines for designing effective multimedia instruction based on how people learn from words and pictures. It emphasizes principles such as coherence, signaling, redundancy, spatial contiguity, and temporal contiguity.
42. Theory of Multiple Representations
Created by: Shaaron Ainsworth, 1999
Description: Suggests that using different representations of information (e.g., text, diagrams, simulations) can enhance understanding and learning. It focuses on how multiple representations can complement each other to support cognitive processes.
43. Digital Storytelling
Created by: Various, 1990s
Description: Uses narrative and multimedia elements to enhance engagement and learning experiences. It combines storytelling with digital technology to create compelling educational content.
44. Digital Game-Based Learning (DGBL)
Created by: Marc Prensky, early 2000s
Description: Uses digital games as a medium to teach and reinforce educational content. It promotes engagement, motivation, and interactive learning experiences.
45. Ubiquitous Learning (u-learning)
Created by: Various, 2000s
Description: Involves learning anytime and anywhere supported by mobile and ubiquitous computing technologies. It promotes seamless and continuous learning experiences.
46. Hybrid Learning Models
Created by: Various, 2000s
Description: Combines face-to-face and online learning experiences to leverage the strengths of both environments. It promotes flexibility, accessibility, and diverse learning methods.
47. Interactive Learning Environments
Created by: Pierre Dillenbourg et al., 1996
Description: Focuses on creating interactive learning settings where learners can collaborate and engage actively with content. It emphasizes the importance of social interaction and technology in learning.
Adult Learning Theory and Professional Development
These adult learning theories focus on how adults learn and grow in their careers. They highlight the importance of self-directed learning, improving performance, simplifying training materials, and ongoing professional development through reflection and mastering new skills.
48. Andragogy
Created by: Malcolm Knowles, 1970
Description: Emphasizes the self-directed nature of adult learners and outlines principles for adult learning. It focuses on the need for adults to know why they are learning something, their self-concept as autonomous learners, and their readiness to learn based on life experiences.
49. Human Performance Technology (HPT)
Created by: Thomas Gilbert, 1978
Description: A systematic approach to improving productivity and competence, often involving the design of instructional and non-instructional interventions. It focuses on analyzing and addressing performance gaps.
50. Minimalist Theory
Created by: John M. Carroll, 1990
Description: Emphasizes reducing the amount of instructional material to focus on the most critical aspects of learning. It advocates for streamlined instructions that enable learners to quickly achieve their goals.
51. Reflective Practice
Created by: Donald Schön, 1983
Description: Encourages learners to reflect on their experiences and practices to gain deeper insights and improve future performance. This adult learning theory promotes continuous learning and professional development.
52. Competency-Based Learning
Created by: Various, 1970s
Description: Focuses on learners achieving specific competencies or skills rather than completing traditional coursework. It emphasizes mastery and application of knowledge.
Inclusivity and Accessibility in Learning
These models and learning theories focus on creating learning environments that are inclusive and accessible for everyone. They encourage flexible learning setups, different types of literacy, and involving learners in the design process to make sure educational practices meet everyone’s needs.
53. Universal Design for Learning (UDL)
Created by: David Rose and Anne Meyer, 1990s
Description: Promotes flexible learning environments that accommodate individual learning differences through multiple means of engagement, representation, and expression. It aims to make learning accessible to all students.
54. Multi-literacies
Created by: New London Group, 1996
Description: Emphasizes the importance of teaching multiple forms of literacy (e.g., digital, visual) in a culturally and linguistically diverse world. It promotes the integration of various communication modes in education.
55. Critical Pedagogy
Created by: Paulo Freire, 1968
Description: Focuses on empowering learners to challenge and transform oppressive structures through education. It advocates for education that promotes critical thinking, social justice, and active participation.
56. Participatory Design
Created by: Various, popularized by Schuler and Namioka, 1993
Description: Involves stakeholders, including learners, in the design process to ensure the outcomes meet their needs and contexts. It emphasizes collaboration, co-creation, and iterative feedback.
Miscellaneous Models and Various Theories of Learning
This group includes a mix of unique approaches and techniques in learning and instructional design. They cover everything from analyzing key incidents to mindfulness practices and anchored instruction, all aimed at enhancing different parts of the learning experience.
57. Critical Incident Technique
Created by: John Flanagan, 1954
Description: Involves the analysis of critical incidents or significant events to improve training and instructional design. It focuses on understanding and addressing key moments that impact performance.
58. Mindfulness-Based Learning
Created by: Jon Kabat-Zinn and others, 1990s
Description: Incorporates mindfulness practices to enhance focus, reduce stress, and improve overall learning outcomes. It emphasizes awareness, presence, and emotional regulation.
59. Anchored Instruction
Created by: Cognition and Technology Group at Vanderbilt (CTGV), 1990
Description: Involves using a rich contextualized story or problem as an anchor for learning. It engages learners in complex problem-solving activities within meaningful contexts.
Summary
This post curates 50+ learning theories and models that span instructional design, motivation, social learning, inclusivity, and more. While not all were developed solely for adults, they all offer valuable insights for designing meaningful learning experiences in professional and workplace settings.
Whether you’re building onboarding programs, leadership development journeys, or upskilling initiatives, this list can help spark fresh ideas and deepen your design strategy.
Looking to connect theory to real-world performance? Download our white paper: Collaborative Learning: The Key to Better Performance.
Frequently Asked Questions About Learning Theories
What are three adult learning theories?
Three adult learning theories include Andragogy, Reflective Practice, and Competency-Based Learning.
Which learning theory is best for adults?
Andragogy is a popular theory for adult learners as it emphasizes self-direction, life experience, and readiness to learn. However, learning theories are not one-size-fits-all—designers should choose theories based on their specific learning context and goals.
What are the theories related to skill development?
Theories like Experiential Learning, Cognitive Apprenticeship, 4C/ID, and Competency-Based Learning focus on developing practical skills through experience, practice, and mastery
What learning theory is best for training?
There’s no single best theory, but models like ADDIE, Gagné’s Nine Events, and Cognitive Load Theory are commonly used to design effective training. The best choice depends on your audience, objectives, and environment—learning theories should be matched to the specific context and goals of the training.
What is the theory related to employee training?
ADDIE, Human Performance Technology (HPT), and Kirkpatrick’s Evaluation Model are widely used in designing and assessing employee training programs.
What is the adult learning theory in corporate training?
Andragogy is a popular theory in corporate training, focusing on autonomy, relevance, and problem-solving in real-world contexts.
