scholarly journals Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

2009 ◽  
Vol 23 (2) ◽  
pp. 88-103 ◽  
Author(s):  
Janette R. Hill ◽  
Liyan Song ◽  
Richard E. West
Keyword(s):  
Social Learning ◽  
Learning Environments ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Web Based ◽  
Web Based Learning

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Social learning constructs and employee learning performance in informal Web-based learning environments

2018 ◽  
Vol 30 (6) ◽  
pp. 394-414 ◽  
Author(s):  
HyunKyung Lee ◽  
MyungGeun Lee
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Learning Performance ◽  
Web Based ◽  
Content Type ◽  
Media Usage ◽  
Web Based Learning ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between social learning constructs and perceived learning performance in corporate informal Web-based learning environments. The study aims at providing significant implications for corporate educators who have worked on designing social learning environments in the workplace. Design/methodology/approach To identify the casual relationship of the proposed research model, data collected from 523 South Koreans who were corporate employees and social media users were analyzed using structural equation modeling. Findings The results indicate that self-motivation, learning community and social media usage were significantly related to perceived learning performance. In addition, social media usage mediated the relationship between the other social learning constructs and the learning performance. Originality/value Given that corporate personnel typically gain job-related knowledge and skills through social learning, corporate educators need to provide learners with social learning environments that are conducive to self-motivation and learning community. Social media, when used as a learning tool, might not sufficiently improve learning performance without the help of other social learning constructs. Findings shed light on which social learning constructs are essential to effective social learning environment design in the workplace.

The Impact of Quality E-Feedback as an Element of Social Learning Theory Applied in the Context of E-Learning Communities of Practice

2010 ◽  
pp. 1-12
Author(s):  
Evelyn Gullett
Keyword(s):  
Social Learning ◽  
Learning Environment ◽  
Communities Of Practice ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Discussion Board ◽  
Web Based ◽  
University Communities ◽  
E Learning ◽  
Learning Development

This chapter discusses the preliminary study of meaningful quality e-feedback as an element of social learning theory applied in the online learning environment, or a Web-based community of practice. This qualitative study compared the depth of e-feedback given by online facilitators on case study and discussion board assignments, how that feedback contributed to the learner’s social learning, development and growth, and how quality e-feedback influences the virtual social learning environment. This study identified seven criteria of feedback depth tied to social learning that serve online university communities of practice as a tool towards a base standard of e-feedback that encourages social learning and development of each learner.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2019 ◽  
pp. 172-205
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Exploring Social Learning Constructs in Corporate Informal Web-based Learning Environments

2016 ◽  
pp. 19-36
Author(s):  
Hyunkyung Lee
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Community ◽  
Learning Environments ◽  
Self Efficacy ◽  
Learning Tools ◽  
Web Based ◽  
Community Interaction ◽  
Web Based Learning ◽  
Literature Reviews

As many organizations have taken an interest in social learning, they have been concerned with how to design effective social learning environments for their learners. Although there are studies regarding the importance of social learning, the use of social learning tools, and the implementation and challenges of social learning in the workplace, there is little research on what social learning constructs are crucial for designing social learning environments. This chapter aims to explore social learning constructs in corporate informal web-based learning environments. To achieve its purpose, this chapter initially identified major social learning constructs in informal web-based learning environments based on theoretical grounds and literature reviews. As a result, learning, community, interaction, and social media were identified as environmental constructs, and motivation and self-efficacy were identified as individual constructs.

The Relevance of the Dual Systems Model for Social Learning Theory: Testing for Moderation Effects

2021 ◽  
pp. 009385482110179
Author(s):  
Thomas Wojciechowski
Keyword(s):  
Social Learning ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Impulse Control ◽  
Sensation Seeking ◽  
Dual Systems ◽  
Moderation Effect ◽  
Systems Model ◽  
Peer Association ◽  
The Relationship

Social learning theory is one of the most prominent criminological theories of the 20th century. The dual systems model represents an emerging framework in recent years, which may help to better understand how social learning processes are influenced by sensation-seeking and impulse control. This study utilized data from all waves of the Pathways to Desistance study. A series of mixed-effects models were utilized to test for moderating effects of these constructs on offending outcomes. Impulse control moderated the relationship between deviant peer association and offending frequency, indicating that high levels of both constructs predicted increased offending frequency. Sensation-seeking moderated the relationship between deviant peer association and odds of offending, indicating that high levels of both constructs were associated with greater odds of offending although this moderation effect was only marginally significant.

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