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

Abstract

Abstract:Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several 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.This article explores how social learning perspectives can be used in the design, development, and implementation of Web-based learning environments (WBLEs). The purposes of this article are (1) to review and analyze the literature of WBLEs from the perspective of social learning theory and (2) to provide suggestions for the design and development of WBLEs using the frame of social learning theory with implications for future research.To select literature sources for inclusion in our review, we searched major databases for peer-reviewed articles and their reference lists (e.g., ERIC, Correspondence should be sent to Janette R. Hill, University of Georgia, LEAP, River's Crossing, Athens, GA 30602. E-mail: janette@uga.edu SOCIAL LEARNING THEORY 89Education Abstracts), and reviewed the contents of the articles exploring issues related to social learning and online environments. From this pool, we selected those that were most current, exhibited sound research methodologies, and provided a general understanding of social learning in online learning situated primarily in a Web-based context. This process eliminated some studies that addressed online learning generally but not social learning theory factors specifically.For purposes of this article, we explored WBLEs set within a formal learning setting; informal learning environments (e.g., multiuser environments in which learning may occur as a result of interactions) are not included. We view WBLEs as settings that enable learners to interact and observe the results of their interactions while responding to and engaging with others, leading to a possible development of a more cohesive community of learners. Although there are many other useful formats for online learning, the focus of this article is on Web-based learning environments that are interactive in nature. APPLYING CONSTRUCTS FROM SOCIAL LEARNING THEORIES IN WBLEsSeveral factors influence teaching and learning per social learning perspectives: context, culture and community, and learner characteristics. In the following section, we present a description and related attributes, as well as a synthesis of WBLE research, to illustra...

Examining the Attitudes and Intention to Use Synchronous Distance Learning Technology among Pre-service Teachers: A Qualitative Perspective of Technology Acceptance Model

“…It should also be considered that gains or interests tend to decrease as students become more familiar with the new medium. With all in mind, these results may provide new strategies or tactics for instructional designers to increase the use of social communication applications and interactions for effective and efficient learning outcomes [24].…”

“…Participants reported that synchronous online tools are beneficial especially for supporting their motivation, time managing, and effective learning. Additionally they consider these tools as supplementary tools for getting inside social communication [24,26,63]. Participants also paid attention to social communication and the importance of being a part of a social community with instant audio-visual tools [64].…”

“…Many studies in the field indicate that synchronous distance learning environments successfully support two critical factors -effective interaction/ communication with others and social presence in a social learning community -for the achievement of learning objectives [24,25,26].…”

Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

“…This move toward more active learning and interaction with students is particularly important in the online environment, where the challenges of lack of synchronicity (not being online at the same time) and lack of placedness (not being in the same geographical location) have to be overcome (Anderson, 2004). To overcome these challenges, researchers recommend creating courses that encourage three characteristics: social presence, community, and meaningful interaction (Ally, 2004;Bigatel, Ragan, Kenan, May, & Redmond, 2012;Dow, 2008;Hill, Song, & West, 2009).…”

Exploring asynchronous and synchronous tool use in online courses

“…When social constructivism is employed as a theoretical framework, therefore, discussions become critical as they connect individuals in an online learning environment and motivate them to take an active role in knowledge construction and meaning-making processes (Fung, 2004;Henning, 2004;Stacey, 1999). For instance, Hill, Song & West (2009) suggest that online environments should support threaded discussions, through which individuals "interact and observe the results of their interactions while responding to and engaging with others" (p. 89).…”