Exploring Learning Theory Usage in Web-Based Learning: A Comprehensive Literature Review

Abstract

Web-based learning has become a modern education driven by technological advances and the need for a flexible learning environment. This study explores the use of learning theory in web-based learning and provides valuable insights to optimize educational outcomes and increase student engagement. A systematic search of scholarly articles from Scopus and Google Scholar from 2020 to 2024 was conducted. This study focuses on peer-reviewed articles that apply cognitive load theory, cognitive multimedia learning theory, social cognitive theory, behavioral theory, constructivist theory and connectivism theory to online learning contexts. The results show key applications of social cognitive theory and constructivist learning theory, underscoring their important role in enhancing interactivity and personalized learning experiences in digital settings. Cognitive load theory and cognitive multimedia learning theory, although less prevalent, are important to optimize educational content to align with cognitive capacity. The study highlights that the integration of this theory can profoundly improve the design and functionality of online learning systems. Recommendations suggest that educational technologists incorporate these insights to develop adaptive, engaging, and effective web-based learning experiences that are responsive to the needs of diverse student populations.