Social Learning Theory Social learning is simply defined as learning by observing or interacting with others (Atkisson, O'Brien, & Mesoudi, 2012, pp. 519-520) in group or inter-individual settings. The Social Learning Theory (SLT) is an extension of operant conditioning [which] assumes that behavior is a function of consequences[acknowledging] the existence of observational learning and the importance of perception in learning (Robbins & Judge, 2009, pp. 57-58). Social groups are settings where two or more people who have a common identity, who interact, and who form a social relationship (Satterlee, 2009, p. 54), and the classroom is the main social groups for adult learners. Social learning between adults provides opportunities to reduce feelings of social isolation (Christiansen & Bell, 2010, p. 803) which helps deal with the challenges of a new learning environment. Relationship-motivated learners seek the feeling of community shared with their fellow learners (Conner, 2004, pp. 13-17). The third stage of Maslows Hierarchy of Needs is belonging (Satterlee, 2009, pp. 173-174), characterized by existing within a community (Bonvillain, 2011). Experimental psychologist David McClelland took this further with his Trichotomy of Needs. His second group of human needs suggests The need for affiliation is found in people who are concerned about establishinggood interpersonal relationships, being liked, and having the people around them get along with each other (Satterlee, 2009, p. 175). David Kolbs theories on experiential learning are commonly referenced in modern education. According to Kolb, learning is defined as the process of creating
BLOG ONE: SOCIAL LEARNING THEORY
knowledge, and knowledge results from the combination of grasping and transforming experience (Kolb & Kolb, 2005, p. 194). His Experiential Learning Theory (ELT) draws on multiple theories of human learning and development, suggesting learning is a transaction between the person and the social environment (p. 199). David A. Lutz declares cooperative learning has long been used as a social learning strategy to enhance students interpersonal relationships while mastering content (2011). This focus on active learning allows adult learners to actively participate in kinesthetic learning through physical activities and social interaction (Parker & Parker, 2007, pp. 7-8). The focus on social interaction provides alternative methods of reading, retaining, and testing, which provide more creative methods for both the instructor and learner to share and retain lesson material. Research shows adult learners have a preference for active learningand learning in context of performance and reality (Curry, 2008, p. 20). Applying social learning in a distance education environment simply requires Collaboration on a single project (Horton, 2012, p. 400) utilizing tools like blogs, message boards, and online conferencing (Clark & Mayer, 2011, pp. 284-285) to exchange information used to complete an assignment.
BLOG ONE: SOCIAL LEARNING THEORY
References Atkisson, C., O'Brien, M. J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-based social learning. Evolutionary Psychology, 10(3), 519-537. Bonvillain, D. G. (2011, January). Why Maslow? Military Intelligence Professional Bulletin, 37(1), 27-31. Retrieved from http://p2048www.liberty.edu.ezproxy.liberty.edu:2048/login? url=http://search.proquest.com.ezproxy.liberty.edu:2048/docview/1017696057? accountid=12085 Christiansen, A., & Bell, A. (2010). Peer learning partnerships: Exploring the experience of pre-registration nursing students. Journal of Clinical Nursing, 19(5-6), 803810. doi:10.1111/j.1365-2702.2009.02981.x Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Pfeiffer. Conner, M. L. (2004). Learn more now: 10 simple steps to learning better, smarter & faster. Hoboken, NJ, USA: John Wiley & Sons, Inc. Curry, S. (2008). The adult learner. International Anesthesiology Clinics, 46(4), 17-26. Horton, W. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer.
BLOG ONE: SOCIAL LEARNING THEORY
Kolb, D. A., & Kolb, A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4, 193-212. doi:10.5465/AMLE.2005.17268566 Lutz, D. D. (2011, August 09). Multi-modal learning strategies for all students. Retrieved from SouthEast Education Network: http://www.seenmagazine.us/articles/articledetail/articleid/1663/multi-modal-learning-strategies-for-all-students.aspx Parker, L. W., & Parker, K. L. (2007). Learning with style and skill: a description of a self-calculating, computerized learning styles profile and study skills inventory and its use for diagnosing and prescribing learning. Liberty University, Education. Lynchburg: Liberty University. Robbins, S. P., & Judge, T. A. (2009). Organizational behavior (13th ed.). Upper Saddle River, NJ, USA: Prentice Hall. Satterlee, A. (2009). Organizational management and leadership; a Christian perspective. Roanoke, VA: Synergistics, Inc.
Paper Presentation at The AARE 2001 International Education Research Conference Crossing Borders: New Frontiers For Educational Research, Freemantle Australia, 4 December 2001
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