Running head: THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

The Impact of Social Learning Theory on Education and Training Taylor Francis EAC 551, North Carolina State University

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

A critical challenge facing education and training today is how to maximize learning and knowledge retention. Its difficult to say that this is a new problem facing these fields since, in reality, its the same problem that these fields have always faced. Indeed, the core responsibility of these areas is to perform that very task teach individuals, make certain they learn the intended information, and ensure as much as possible that they retain the information after their training is complete. There are a mountain of propositions and theories that offer various suggestions as to which method is the best to achieve this end-state. Although several different paths may be taken, the one goal is to provide the most learning possible and determine the best means to do so. Social Learning Theory One of the most prominent of these theories to arise is social learning theory put forth by Albert Bandura. Bandura proposed in his theory that most learning is done when one individual observes another performing an action, recognizes the result of that behavior, and attempts to model that action in their own lives (Social Learning Theory, n.d.). This idea is similar to the major emphasis of Banduras Social Cognitive Theory, which is that people possess three different modes of human agency: personal, proxy, and collective (Bandura, 2001, p. 13). Social learning theory is most interested in this last of the three modes the collective agency. As Bandura (2001) explains, Many of the things [people] seek are achievable only through socially interdependent effort. Hence, they have to work in coordination with others to secure what they cannot accomplish on their own (p. 13). He continues by stating that collaborative efforts contain interactive, coordinated, and synergistic dynamics (p. 14). The idea that using collaborative, or group, structures and providing opportunities to model behavior will increase students ability to gain and retain knowledge is one that has been inferred and studied from

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

Banduras social theories. Although there are many learning styles and methods of instruction, is a great deal of research exists to support the theories proposed by Bandura. People tend to learn better in group settings or when able to emulate a model of superior knowledge in order to increase their own knowledge base. Collaborative Learning Bloom (2009) indicates that in recent years collaborative learning also known as cooperative learning or group learning has been highly favored for both its learning benefits as well as its future intrinsic benefits such as the ability to work well with others in team activities. She points out that numerous studies have shown the effectiveness of group learning in terms of student learning, student attitudes, and improved psychological well-being of learners (Bloom, 2009). Nevertheless, some researchers are still unsure as to the efficacy of this approach to instruction and there are mixed results concerning the ability of cooperative learning to actually improve retention in learners (Bloom, 2009). Perceptions of Learning Yazedjian and Kolkhorst (2007) illustrate that one of the largest factors inhibiting the implementation of collaborative learning techniques is the large lecture classroom. They discuss that both time and space are key limitations, but focus specifically on the impact of large class size as a limiting factor. In their study (Yazedjian & Kolkhorst, 2007), they took a large class consisting of 100 students and divided them into three smaller groups to engage in discussion and debate on a topic chosen by the instructors. The idea behind this experiment as it relates to Banduras theory is that the smaller groups should encourage more cooperative learning as opposed to the individual emphasis normally experienced when a single teacher lectures a classroom full of students. The

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

study however is unable to state decidedly whether or not these small groups actually improve knowledge gain or retention of information. Using a Likert-scale style survey, the researchers gathered data on students perceptions of efficacy in terms of learning, enjoyment, and usefulness (Yazedjian & Kolkhorst, 2007). Other works point to the value from a research perspective, especially one employing a social constructivist worldview, of students perceptions of their environment (Creswell, 2009) and perception of some topics, such as enjoyment, is the most valid measure since joy cannot be judged objectively. However, as it relates to learning, perception doesnt provide the entire picture. Perception can be misleading and without a control group of some type, a student believing they learned more is not the same as actually learning more. Moreover, using a range of 1 to 5 for the provided survey (1 being the most negative response and 5 being the most positive response), Yazedjian and Kolkhorst (2007) learned that the average of the answers for nearly every question was approximately 3, or neutral. The most positive response was in terms of the project keeping students interested 3.46 out of 5 and the most negative response was student attitude towards working in groups 2.49 out of 5 (Yazedjian & Kolkhorst, 2007). So, while collaborative learning in this instance did increase interest, which may indirectly increase learning, there is no tangible evidence to support this idea. Other studies (Jones, Holland, & Oldmeadow, 2008; Brett & Nagra, 2005) have also employed similar research strategies, using Likert-scale surveys augmented occasionally with interviews or personal observation, to estimate student perceptions of learning and benefits gained from collaborative studies. However, they also add more data to the equation. Jones et al. (2008) focused primarily on the distinctions between learner-led small group activities and instructor-directed small group activities. What they found was that in nearly every measured

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

field, the perceptions favored the learners leading their own study. The two areas where this didnt hold true were the students confidence in their ability (not a statistically significant difference) and the amount of material covered (statistically significant in favor of the instructorled discussions). Brett and Nagra (2005) looked at room arrangement to determine its impact on encouraging collaborative work. There results indicate that rooms designed for cooperative learning do, in fact, encourage that type of interaction; unfortunately, they fail to properly correlate this finding to any increase in learning among individuals in these environments. Thus, similar to Yazedjian and Kolkhorst (2007), these studies provide weak support to Bandura and the concept of collaborative learning. By relying on perceptions and opinions of the subjects studied, the data is hindered. Bandura claims that learning is increased through interaction with others, but without proof of improved knowledge gain, these studies fail to provide the necessary support to Banduras claims. Demonstration of Learning On the other hand, there have been various studies (Bloom, 2009; Schneider, Fry, Ledermann, & Rist, 2009; Palincsar & Herrenkohl, 2002), which have provided more material support to the propositions set forth by Bandura. These studies attempted to measure an actual increase or decrease in learning vice merely the learners perceptions of learning. Bloom (2009) does an outstanding job of testing for learning based on group interaction in a study covering a college class over four semesters. Bloom issued multiple exams over the course of each semester and each exam was first taken individually, then re-taken using one of two methods. In the first style, the students were allowed to use an open book and any notes they had taken, but couldnt work with others; the second method allowed students to not use any outside resources, but to work collaboratively in small groups to answer the test questions.

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

In every instance, the students working together scored better than those who had all the resources, but worked by themselves. Schneider et al. (2009) demonstrated the efficacy of Banduras theories using a realworld case study in Switzerland. The Swiss government had been trying for years with no success to implement strategies to deter the soil erosion that was threatening their countrys agricultural stability. Using theories derived from social learning techniques, the authors were able to observe an improved cooperation between farmers, scientists, and government officials that led to progressive government statutes, higher implementation, and an overall diminishment in soil erosion. All sides approached the situation learning from others expertise and providing their own knowledge to correct a rapidly deteriorating scenario. An impressive study by Palincsar and Herrenkohl (2002) details that two particular methods of collaborative learning reciprocal teaching and cognitive tools and intellectual roles not only increase learning, but also elevate learning from a superficial level to a deeper, more conceptual level. This learning was driven, in part, by what the authors call, the support of interactive patterns and norms and the process of creating a shared social context (Palincsar & Herrenkohl, 2002, p. 30-1). Essentially, learning was augmented by the fact that the students created a social environment in which they developed a shared culture and norms of behavior and also, in this shared context, determined what and how they desired to learn. This falls directly in line with the suggestions of Bandura that the collective agency of human nature creates a situation in which people feed off one another in a cooperative environment and the product is more than simply the sum of its parts (Bandura, 2000).

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

Modeling Another important aspect of Banduras theory is the notion of modeling. That is, that a person sees an action performed, witnesses the positive or negative result of that action, and then learns how to incorporate that behavior into their own life. Modeling, like collaborative learning, requires social interaction between people and this social aspect is what intrigues Bandura and what he incorporates into his theory. Benefits Lane and Allen (2010) and Sommerville and Hammond (2007) offer two studies to support the ability of modeling to increase learning in individuals. Both of these research projects, however, are limited by the scope of their research subjects. To begin with, both focus on young children, so the ability to apply their results to adults and confirm Banduras theory in that way is limited at best. Also, the size, socioeconomic, and ethnic makeup of these samples is limited, thus impacting the ability to relate these studies to other cultures or groups. Lane and Allen (2010) studied two separate cases of kindergarten classrooms in which the teachers modeled and exercised the proper use of advanced vocabulary to the students. In both cases, by the end of the year the students vocabularies and understanding of the meanings of advanced words had increased dramatically to a level much higher than the standard kindergartner. The authors point out that other research suggests a higher-level vocabulary correlates to increased reading comprehension. Though the case studies are limited in scope, they do provide evidence that modeling does increase learning both directly, through the vocabulary, and indirectly, through the suggestion of increased reading comprehension. Sommerville and Hammond (2007) also produced an experimental study examining the I did it bias in small children. Historically, children in group settings tend to overemphasize

THE IMPACT OF SOCIAL LEARNING THEORY ON EDUCATION AND TRAINING

their contribution to the group when asked to recall events at a later time. What Sommerville and Hammond found was that children in a highly collaborative environment did overestimate their contribution to the group more than children in a less cooperative structure; however, these children also demonstrated greater learning and recall than those in less collaborative settings. This seems to support the notion of the proxy agency of human nature provided by Bandura (2001). By observing others model an action or behavior, the authors hypothesize, the children are actually putting themselves in the other persons position and completing their task by proxy in their mind. Therefore, completing the task in their minds causes the children to both believe they contributed more than they did, but also to increase the amount of learning accomplished. The mental exercise of observing and completing actions by proxy provides a source of learning the new information being established as social learning theory would dictate. Limitations Modeling is not without its limitations, however. Nabi and Clark (2008) produced a research study using college students to show that sometimes behaviors may be modeled even if the observed consequences of those behaviors are negative. In their study, the authors allowed students to view video of a persons actions and then further videos of the negative consequences of those actions in the future. After the viewing, the participants were asked if they believed they were now more or less likely to perform the behaviors witnessed. Surprisingly, the majority of respondents said they would be more likely to act in a manner with potential negative consequences. The largest inhibiting factor for this study is that, again, participants were only asked their perception of how they would behave as opposed to researchers examining actual behavior before and after the video viewing. Nonetheless, this study does suggest a potential limitation to social learning theory and the concept of modeling in that sometimes poor behaviors

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may be modeled and, vice versa, proper behavior may be ignored. Another interesting feature presented here is that this study focused mostly on college-aged participants while the others used young children. Is there, perhaps, a difference between small children and older participants in how we learn and how potential factors shape our understanding of observation and modeling? Future research will be required to fully answer this question, but, for now, Nabi and Clark provide possible evidence that there may be a gap in social learning theory as it relates to the age of the individual being taught the new concept or behavior. Conclusion Human beings are inherently social creatures and we interact with one another on a daily basis. Building on this concept, Bandura has proposed his social learning theory indicating that people do their best learning when working cooperatively and when modeling knowledge and behavior demonstrated by others. There is evidence to support social learning theory, although it is too often limited to subjects beliefs and estimations of improved learning instead of actually attempting to determine any increase or decrease in learning. Social learning theory has numerous applications from the world of economics (Cordes, 2009) to the increasing use of online social venues in the information age (Johnson & Levine, 2008) to early childhood education (Wasik, 2008) and beyond. Although the theory may not be without some flaws, research suggests that Banduras social learning theory is a valid and valuable tool around which to structure learning opportunities in both education and training and development. Using techniques suggested by social learning theory, educators and trainers may be finally able to answer the question of how to best maximize learning and knowledge retention in their students.

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Reference List Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78. doi:10.1111/1467-8721.00064 Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. doi:10.1146/annurev.psych.52.1.1 Bloom, D. (2009). Collaborative test taking: Benefits for learning and retention. College Teaching, 57(4), 216-220. doi:10.3200/CTCH.57.4.216-220 Brett, P., & Nagra, J. (2005). An investigation into students use of a computer-based social learning space: Lessons for facilitating collaborative approaches to learning. British Journal of Educational Technology, 36(2), 281-292. doi:10.1111/j.14678535.2005.00457.x Cordes, C. (2009). Changing your role models: Social learning and the Engel curve. The Journal of Socio-Economics, 38(6), 957-965. doi:10.1016/j.socec.2009.06.012 Johnson, L. F., & Levine, A. H. (2008). Virtual worlds: Inherently immersive, highly social learning spaces. Theory Into Practice, 47(2), 161-170. doi:10.1080/00405840801992397 Jones, V. S., Holland, A. J. A., & Oldmeadow, W. (2008). Inductive teaching method an alternate method for small group learning. Medical Teacher, 30(8), 246-249. doi:10.1080/01421590802259274 Lane, H. B., & Allen, S. A. (2010). The vocabulary-rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63(5), 362-370. doi:10.1598/RT.63.5.2 Nabi, R. L., & Clark, S. (2008). Exploring the limits of social cognitive theory: Why negatively reinforced behaviors on TV may be modeled anyway. Journal of Communication, 58(3),

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407-427. doi:10.1111/j.1460-2466.2008.00392.x Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory Into Practice, 41(1), 26-32. doi:10.1207/s15430421tip4101_5 Schneider, F., Fry, P., Ledermann, T., & Rist, S. (2009). Social learning processes in Swiss soil protection the From Farmer To Farmer project. Human Ecology, 37(4), 475-489. doi: 10.1007/s10745-009-9262-1 Social Learning Theory (Bandura). (n.d.). Retrieved June 19, 2010 from http://www.learningtheories.com/social-learning-theory-bandura.html. Sommerville, J. A., & Hammond, A. J. (2007). Treating anothers actions as ones own: Childrens memory of and learning from joint activity. Developmental Psychology, 43(4), 1003-1018. doi:10.1037/0012-1649.43.4.1003 Wasik, B. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35(6), 515-521. doi:10.1007/s10643-008-0245-4 Yazedjian, A., & Kolkhorst, B. B. (2007). Implementing small-group activities in large lecture classes. College Teaching, 55(4), 164-169. doi:10.3200/CTCH.55.4.164-169