Learning Theories Compared
1. Which theory offers more for education?
Both theories apply task analysis, task breakdown into component parts, the creation of specific learning goals and measuring student responses through their observable actions.
Social Cognitive Theories, however, provide more to an educational setting since the focus is on the learner rather than the instructor. The learner, in the educational context, engages in activities within a framework of ‘triadic reciprocality’. The social context, modeling and student engagement, through self regulation and self efficacy, all impact learning.
This theory is being applied in current educational settings with a renewed focus on student goal setting, involving students in establishing success criteria and developing self efficacy skills through successful task completion.
One reference in the Shunk article that caught my attention was the concept of teacher’s self-efficacy (p. 127) and how modeling is currently can be provided through a mentor. This is being applied in Ontario through the Ministry of Education program for new teachers called NTIP. (http://www.edu.gov.on.ca/eng/teacher/resourcehandbooks.html)
Also, the reference to ‘collective efficacy’ for teachers brought to mind the current application of professional learning communities that focus on student data and learning outcomes as a way to create collective action relating to improve student learning. These are examples of how Social Cognitive Theories continue to influence educational practices in the classroom.
2. Are some learning tasks better approached by one or the other of these theories?
Rote, repetitive, individualized learning that can be easily broken into component parts, can be scaffolded and lead to mastery of the subject would best be delivered through behaviourist strategies. For example, learning math facts and working on computational mathematics can be effectively taught in a behaviourist fashion. Structured learning environments requiring students to be attentive, closely monitored and sequentially rewarded can include electronic delivery of learning materials based on these theories.
Tasks that require modeling of behaviours and the building of self regulation and self efficacy would be better approached through a social cognitive theory framework. Active learning of physical tasks, (eg. playing tennis, karate, or figure skating) are one type of learning task that best fits this model.
One classroom example would be the teaching of the writing process. This can be modeled by the teacher or significant peer, rehearsed and practiced to ensure retention, apply or transfer the concept to observable behaviours (writing tasks) and can be highly motivating for students when the finished product is showcased or shared.
Modeling, retention, production and motivation are critical components of the Social Cognitive Theory. In online learning environments, there are specific learning applications that follow the parameters of this theory. One that comes to mind is online workplace training modules such as health and safety, human resources and specific skills-based training. The sequence is developed for desired behaviours to be modeled, either through demonstration videos or a photo sequence. Then questions are asked about the information presented. Production of correct answers or feedback is usually a final step to the learning process. These can be motivating if pay or job recognition follows successful completion.
Both theories have a place in the classroom and online learning settings and can be effective if the focus is on best features of the theory based on the needs of the learner and the learning.
Helen
References:
Mergel, Brenda. (1998). Instructional Design & Learning Theory. Retrieved Sept. 22, 2011 from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Schunk, D. H. (2008). Learning Theories: An Educational Perspective, pp. 77-129 Upper Saddle River, NJ: Pearson.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from: http://www.coe.uga.edu/epltt/Behaviorism.htm
The Literacy and Numeracy Secretariat – Capacity Building Series. Professional learning communities-A model for Ontario schools. October 2007. ISSN- 1913-8490. Retrieved Sept. 22, 2011 from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf