Social learning theories are learning strategies, according to Kim, (2001) “that derive from interactions between people and their environments and resides with cultures”. Learning is the process of making connections to both social and environmental factors. This active learning engages students through interactions that help them create and apply concepts to clarify information. Connectivism is “the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs” (Davis, Edmunds, and Kelly-Bateman, 2008). Students make connections to events by interpreting prior knowledge from their environment, translating information to real-world applications.
Cooperative learning creates social learning theories by having students focus on interaction within each other’s groups in ways to enhance learning (Pitler, Hubbell, Kuhn and Malenoski, 2007). Cooperative learning strategies help develop social skills, critical thinking, leadership, team work, decision making and communication skills. “Cooperative learning is not so much learning to cooperate as it is to learn” (Pitler, Hubbell, Kuhn and Malenoski, 2007). Strategies like this have students take a more active role in their learning, which improves motivational and cognitive memory. Each group member has group and individual accountability. Students will work till each member of the group has successfully understood and completed the task creating an “atmosphere of achievement” (Palmer, Peters, and Streetman, 2003). Students working in these groups can receive immediate feedback from group members or teachers to determine understanding and make changes if needed. This learning theory is essential for students to develop and practice skills for today’s workforce.
Technology supports social learning practices through Web 2.0 tools such as blogs, wikis, power points, concept maps, and voice threads. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not face to face” (Pitler, Hubbell, Kuhn and Malenoski, 2007). Students can even communicate with experts and professionals for information to solve problems. Learning can take place anywhere, even across the globe, with broadband and social websites. According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (Davis, Edmunds, and Kelly-Bateman, 2008). The internet allows a realistic learning experience and brings more meaning and understanding to content. Technology transfers learning to become more student-centered through self-directed lessons. As technology revolves, the world will continue to make connections using social learning practices.
References
Davis, C, Edumunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from http://projects.coe.uga.edu/epltt/
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from http://projects.coe.uga.edu/epltt/
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from
http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
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