Social Learning Theory 1

Social Learning Theory

EDCI-53100-001
Alicia Pearlman
March 2, 2014
Dr. Sunnie Watson
Social Learning Theory 2
Social Learning Theory
Dr. Peggy A. Ertmer and Dr. Timothy J. Newby published an article in Performance
Improvement Quarterly titled, Behaviorism, Cognitivism, Constructivism: Comparing Critical
features from an Instructional Design Perspective in 1993. The article presents three theories of
the learning process (Behavioral, Cognitive, and Constructivism) and discusses how these
theories help instructional designers by providing organization for instruction. Each perspective
still describes the same phenomena (learning) (article, pp. 44 45). There are many
definitions of learning with several of the definitions having common features. The definition of
learning by Thomas J. Shuell is one definition that has many of the main ideas: Learning is an
enduring change in behavior or in the capacity to behave in a given fashion, which results from
practice or other forms of experience (Newby, 1993, p. 45). How do people learn is the real
question.
How learning occurs has been a question pondered by the masses since formal education
began thousands of years ago (Edgar, 2012). The origin of todays learning theories extend way
back to Aristotle, where empiricists have espoused the view that knowledge is derived from
sensory impressions (Newby, 1993, p. 47). Plato also had a theory about mind and matter and
his viewpoint is that humans learn by recalling or discovering what already exists in the mind
(Newby, 1993, p. 47). The rationalism view is that knowledge arises through the mind
(Newby, 1993, p. 47).
Dr. Ertmer and Dr. Newby concentrated on three main learning theories at the time they
wrote their paper: Behaviorism, Cognitivism, and Constructivism. However, there are other
learning theories that exist and that are in use today. The theory of Social Learning is another
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learning theory that will be evaluated based on the same list of 7 questions that Ertmer and
Newby used to distinguish the theories:
1. How does learning occur?
2. Which factors influence learning?
3. What is the role of memory?
4. How does transfer* occur?
5. What types of learning are best explained by this theory?
6. What basic assumptions/principles of this theory are relevant to instructional design?
7. How should instruction be structured to facilitate learning?
Social Learning Theory
The Social Learning theory is a bridge between cognitive learning and behavioral
learning theories because it encompasses memory, attention, and motivation. Albert Bandura
proposed the Social Learning Theory in 1977. His theory argued that people can learn new
information and behaviors by watching other people. This was known as observational learning
(or modeling), and this type of learning can be used to explain a wide variety of behaviors
(Cherry). Bandura addressed cognitive deficiencies he foresaw with his social-cognitive theory.
Bandura touted that observers could learn behavior through social settings such as observations
(Edgar, 2012).
How does learning occur?
Social learning theory is the view that people learn by observing others. This learning
theory explains how people learn new behaviors, principles, and attitudes. For example, a mother
is getting ready to go out for the evening and finds her daughter putting on her jewelry. The
daughter is emulating and modeling the mothers behavior. Social learning requires attention to
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the person(s) observed, remembering the observed behavior, the ability to replicate the behavior,
and a motivation to act the same way. Learning occurs by the actions of individuals observing,
reading, and listening. Social learning theory explains human behavior in terms of continuous
reciprocal interaction between cognitive, behavioral, and environmental influences (Social
Learning Theory: Bandura, n.d., p. 1).
Which factors influence learning?
A person's on-going functioning is a product of a continuous interaction between
cognitive, behavioral, and contextual factors. For instance, classroom learning is shaped by
factors within the academic environment, especially the reinforcements experienced by oneself
and by others. At the same time, learning is affected by students' own thoughts and self-beliefs
and their interpretation of the classroom context (Heidi Denler, 2014). People will adopt
behavior that they believe they will be successful at and also adopt that behavior if it results in
something that they value. For example, for many students getting a good grade in a class is
something that they value. They will adopt behavior that results in getting a good grade.
Factors that influence learning expand upon the behaviorist factors of stimuli and
response elaborating the concepts of modeling, cueing, shaping, and further add significant
cognitive components: attention, retention, reproduction, motivation and reciprocal
determinism (Social Learning Theory: Bandura, n.d., p. 1; Ormrod, J.E., 1999; Ormrod,
2008).
What is the role of memory?
Learning and memory are two clearly related concepts, with the ability to learn resting
on the ability to form memories (L. Fogarty, 2012, p. 1). In Social Learning, memory deals
with the environment required for observation and modeling to occur. Some of these conditions
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are attention, memory coding, motor reproduction, and motivation. These conditions are a
blending between behaviorist and cognitive theories. Memory stores events for future behavior.
How does transfer occur?
In education Transfer of learning or transfer of knowledge or transfer refers to learning
in one context and applying it to another, i.e. the capacity to apply acquired knowledge and skills
to new situations (Transfer of learning, 2009). The process of transfer is a cognitive one and
learners with self-confidence will more likely be able to facilitate the transfer. Transfer depends
on the situation and how favorable the result will be. If the results are an outcome they value,
transfer will take place.
What types of learning are best explained by this position?
Social learning can be explained by any type of learning where individuals observe the
behavior of others. Social learning can be used to explain a wide variety of behaviors. It can be
used in the classroom and the home. It can be used for any kind of learning where behavior is
learned through modeling. It can be used for the development of values and attitudes as well as
social and athletic skills. For example, becoming better readers because parents read frequently
in the home; social skills; athletic skills; appropriate social behaviors (i.e., resistance to smoking
and/or drugs and/or alcohol), emotional responses appropriate to specific situations; development
of attitudes, values and morality (Omrod, 2008).
What basic assumptions/principles of this theory are relevant to instructional design?
"Instructional design is the systematic development of instructional specifications using
learning and instructional theory to ensure the quality of instruction" (University of Michigan,
2005). Whether a community-training course in basic computers or a graduate course in
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psychology, instruction is best presented when there is a framework, a goal, or a design.
Instructional design is created by analyzing the proposed learners' needs and goals (Ash, 2007).
In regard to instructional design using the Social Learning Theory, the following assumptions are
made:
Model the behavior that you want the learner to have.
Model positive behavior.
Personal autonomy is a motivating factor.
Use of more than one approach to address the needs of the learner.
Use goal setting to allow the individual learner to control the learning process.
Use rewards to motivate the learner.
Offer social supports.
Learners do not need to know objectives. They will learn through observation and
not be told what to learn in advance.
How should instruction be structured?
An understanding and integration of learning theory are needed when designing
instruction because it adds focus and direction to the process. The objective of instruction for
those using social learning is to integrate modeling and observation into the curriculum. The use
of modeling is highly recommended in instruction. Correct behavior should be modeled along
with positive outcomes. To promote effective modeling a teacher must make sure that the four
essential conditions exist; attention, retention, motor reproduction, and motivation (Online
Learning Laboratory). The key is to begin with social influences, such as models, and gradually
shift to self-influence as the learner internalizes skills and strategies (Schunk, 2011).
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Instruction should be centered around different methods based on the needs of the learner. Some
approaches that can be used are collaborative learning, goal based instruction, and learner-
centered instruction.
The instructional designer needs to identify the actions that need to be performed.
Bandura did not put an emphasis on informing students about objectives prior to teaching. He
believed that the student will learn through observational learning and that the student does not
need to be told what he or she will be seeing or learning in advance. The design should be geared
toward the building of self-efficacy in learners. Banduras believed self-efficacy is "the belief in
ones capabilities to organize and execute the courses of action required to manage prospective
situations. In other words, self-efficacy is a persons belief in his or her ability to succeed in a
particular situation. Bandura described these beliefs as determinants of how people think,
behave, and feel (Cherry). Self-efficacy plays an important part in how individuals approach
goals, tasks and challenges. It can play a role in academic confidence and achievement.
How can Technology be used with Social Learning?
The Instructional Designer can incorporate Technology with tools such as course
management systems, interactive learning, social media, and the Internet. The use of technology
can make thinking visible and help with memory.
The term Web 2.0 was first coined in 2004 and means moving the Web to users
desktops. The term Learning 2.0 means incorporating educational activities by using Web 2.0
tools along with social networking. The merit of Web 2.0 tools for education can be found in
participatory and collaborative natures of social technologies such as social networking and
bookmarking, creating and sharing documents, photos and videos through collaboration and
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mash-ups (Kangdon Lee). Individuals can learn by observing others on the Internet and through
the use of Social Networking.
Conclusion
The use of modeling is highly recommended in instruction. The key is to begin with
social influences, such as models, and gradually shift to self-influence as the learner internalizes
skills and strategies (Schunk, 2011). Each learning theory has pros and cons that offers
benefits to designers but the perspectives must be taken into context depending upon the
situation, performance goal(s), and learners (McLeod). Learning can take place in different
contexts with a combination of learning theories being used for instructional design. By using a
variety of learning theories, optimal learning will be achieved. Educators need to teach students
how to learn, how to learn from others, and how to help other students learn. The Instructional
Designers job is to help make learning happen.

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Works Cited

Ash, D. (2007, March 13). Applying Learning Theory to Online Instructional Design for
Alternative High School Students. Retrieved from Yahoo Voices:
http://voices.yahoo.com/applying-learning-theory-online-instructional-design-
229747.html?cat=4
Cherry, K. (n.d.). Social Learning Theory. Retrieved from About.com Psychology:
http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm
Edgar, D. W. (2012, October 2). Learning Theories and Historical Events Affecting Instructional
Design in Education. Retrieved from sage journals:
http://sgo.sagepub.com/content/2/4/2158244012462707
Heidi Denler, C. W. (2014, January 28). Social Cognitive Theory. Retrieved from
education.com: http://www.education.com/reference/article/social-cognitive-theory/
Kangdon Lee, M. K. (n.d.). Learning Through Social Technologies: Facilitating Learning
Experiences with Web 2.0 Social Media.
L. Fogarty, L. R. (2012). Mental time travel, memory and the social learning strategies
tournament. Learning and Motivation, 1-6.
McLeod, G. (n.d.). Learning Theory and Instructional Design. Learning Matters, 36-43.
Newby, P. A. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features
From an Instrutional Design Perspective. Peformance Improvement Quarterly, 50-72.
Omrod, J. E. (2008). Human Learning. New York: Pearson.
Online Learning Laboratory. (n.d.). Retrieved from University of South Alabama:
http://www.southalabama.edu/oll/mobile/theory_workbook/social_learning_theory.htm
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Transfer of learning. (2009, March). Retrieved from Edutech Wiki:
http://edutechwiki.unige.ch/en/Transfer_of_learning