Social Cognitive Theory in a two-minute YouTube video.
I chose the social cognitive theory because it is used in eLearning. It is a theory based on the idea that people learn by observing others (social learning) and each behavior witnessed can change a person’s way of thinking (cognitive behavior learning) and assess learning outcomes. Albert Bandura discusses self-efficacy beliefs which refer to a person’s confidence in engaging in specific activities that contribute toward progress to their goals (Bandura, 1997). Combine that with modeling and mentoring… that is the formula for success in my classroom.
It is important for me to engage my students in a learning environment which is challenging but also rewarding. My teaching may result in a new career or help in their current career. The Social Cognitive Theory has a research base demonstrating the predictive impact of self-efficacy beliefs on exercising control over choices and pursuits of one’s goals in life. It motivates learners to be confident. For over 30 years, extensive research has shown the effects of self-efficacy beliefs on a wide variety of human activity.[1] Examples are: academics (Schunk, 1991, 1996); career (Betz, 2006); health (Bandura, 1991); athletics (Bandura, 1997).
The aspect of Bandura’s social cognitive theory I find useful for my future eLearning instruction is modeling. Two types of models explained by Bandura are 1) real-life such as teachers, peers, parents and 2) symbolic models that may be real or like characters in fictional books, movies, and television. The model must be competent because the learner will not likely want to do something poorly. The model also must have power because the learner looks up to the model for behavioral cues. An example of use in eLearning would be the use of movies, television, Blogs, YouTube, and other educational videos.
In my classroom, the instruction is competency-based for police and law enforcement training. The curriculum introduces learners to a competency-based approach to the concepts and practices of law enforcement. My learners’ range in age from late teens to mid 60’s. Bandura suggests the most effective way of developing a strong sense of self-efficacy is through mastery experiences. Successfully completing a task strengthens our sense of self-efficacy. However, failing to adequately complete a challenge can undermine and weaken self-efficacy.[2] My classroom has ‘social modeling’ which is witnessing other people successfully completing a task. I like the Social Cognitive Theory because it also allows the learners to accumulate new skills and knowledge, maybe without actively engaging in the event themselves. Examples used in the classroom may be role-playing or simulation games which would allow learners to problem solve, make decisions, practice skills, reflect, and evaluate. (Burke & Muncuso, 2012).
I will be using some form of learning theory in all my eLearning classes. My recipe for teaching will include a cup of social cognitive, a dash of humanism, a splash of behaviorism, a pinch of constructivism, and a smidgen of connectivism. If I truly desired a buffet of learning theories, I have a cornucopia of learning theories to choose from.
Behaviourism is based on the idea that knowledge is independent and on the exterior of the learner. In a behaviorist’s mind, the learner is a blank slate that should be provided with the information to be learned.
Cognitivism focuses on the idea that students process information they receive rather than just responding to a stimulus, as with behaviorism. There is still a behavior change evident, but this is in response to thinking and processing information.
Constructivism is based on the premise that we construct learning new ideas based on our own prior knowledge and experiences. Learning, therefore, is unique to the individual learner. Students adapt their models of understanding either by reflecting on prior theories or resolving misconceptions.
Vygotsky’s Theory of Learning suggests social learning is an integral part of cognitive development and it is culture, not developmental stages that underlies cognitive development. Learning varies across cultures rather than being a universal process driven by the kind of structures and processes.
Blooms Domains of Learning proposed three domains of learning: cognitive, affective, and psychomotor. It focuses on the idea that objectives that are related to cognition could be divided into subdivisions and ranked in order of cognitive difficulty. Knowledge, understanding, application, analysis, synthesis, and evaluation.
Gagnés Conditions of Learning discusses the analysis of learning objectives and how the different classes of objectives require specific teaching methods. His 5 conditions of learning, all of which fall under the cognitive, affective, and psycho-motor domains above.
Bruner’s Spiral Curriculum is based on the idea that “We begin with the hypothesis that any subject can be taught in some intellectually honest form to any child at any stage of development”. Even complex topics can be taught to young children if structured and presented in the right way.
Maslow’s Hierarchy of Needs is that students progress through a set of sequential needs from physiological to self-actualization. As they move up through the levels, they feel more comfortable in their learning environment and have the confidence to push further. Making sure students feel safe and secure is of the utmost importance as they will find it hard to move to the upper levels.
Gardner’s Multiple Intelligences is a list of criteria used to judge possible contenders for the title “intelligence”. Candidates had to satisfy a range of the conditions on his list and be able to solve genuine problems of difficulties. Linguistic, mathematics, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal.
Erikson’s 8 Stages of Psychological Development states we experience eight stages of development during our life span. Within each stage, there is a dilemma that we must resolve in order to feel a sense of competence and will allow us to develop as a well-adjusted adult. Trust Vs. Mistrust (Age 0 – 1.5). Autonomy Vs. Shame (Age 1.5 – 3). Initiative Vs. Guilt (Age 3 – 5). Industry Vs. Inferiority (Age 5 – 12). Identity Vs. Role Confusion (Age 12 – 18). Intimacy Vs. Isolation (Age 18 – 40). Generativity Vs. Stagnation (Age 40 – 65). Ego Integrity Vs. Despair (Age 65+).
Kolb’s Experiential Theory built on the premise that learning is the acquisition of abstract concepts that can then be applied to a range of scenarios. Each stage in the cycle both supports and leads into the next stage. Learning is achieved only if all four stages have been completed, however, a learner may travel around the cycle multiple times, further refining their understanding of the topic.
The Peter Principle was supposed to be a satirical view on how people are promoted in organizations dealing with four levels of competence. However, they could give a teacher a framework to use when thinking about how students progress. Unconscious Incompetence. Conscious Incompetence. Conscious Competence. Unconscious Competence.
Laird’s Sensory Theory states that learning occurs when the senses are stimulated. The research found that 75% of an adult’s knowledge was obtained by seeing. 13% was through hearing, the remaining 12% was learned through touch, smell, and taste combined. Providing visual prompts for students will enhance their learning and by making lessons a multi-sensual experience, learning is enhanced even further.
Skinner’s Behaviourist Theory proposed that behaviors that are followed by positive responses are likely to be repeated and those that are followed by negative responses, not repeated. Skinner introduced “reinforcement” and suggests those behaviors that are reinforced are repeated (strengthened) and those not reinforced tend to dissipate (are weakened).
Rogers Humanist Theory suggests facilitative learning is a humanistic approach to learning and contrast to cognitivism and behaviorism. The key perspectives are: People have a natural desire to learn to achieve self-actualization. It is not the outcome that is the most important part of education, it is the process of learning itself. The students themselves should be in control of their learning and it should be achieved through observing and exploring. The teacher should be an encouraging role model, motivating, guiding and supporting students on their own personal journey.
Canter’s Theory of Assertive Discipline is a structured system to enable teachers to manage their classrooms. It focuses on the teacher developing a positive behavior management strategy rather than being dictatorial. Canter’s proposition is that the teacher has the right to decide what is best for their students and that no student should prevent any other from learning. The teacher should very clear boundaries as to how they expect their students to behave and work, the students should know what these boundaries are and any deviation should be met with an assertive action from the teacher.
Dreikur’s Classroom Management Theory proposed that mutual respect should be the basis for discipline and that this mutual respect motivates learners to display positive behaviors. Students have an innate desire to feel like an accepted member of a group and to feel like they have value and confidence to contribute to that group. If students are unable to achieve this goal, they start a series of goals of misbehavior by gain attention, gain power and control, gain revenge, display feelings of inadequacy.
Siemens and Downes Connectivism Theory explain how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. These technologies include Web browsers, email, wikis, online discussion forums, social networks, YouTube, and any other tool which enables the users to learn and share information with other people. Much learning can happen across peer networks that take place online. A teacher will guide students to information and answer key questions as needed, to support students learning and sharing on their own. Students are also encouraged to seek out information on their own online and express what they find. A connected community around this shared information often results.
REFERENCES
Bandura, A. (1994). Self-Efficacy. Encyclopedia of Human Behavior, Vol. 4, pp. 71-81). New York: Academic Press.
Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. Retrieved on July 4, 2020, from https://pdfs.semanticscholar.org/51ef/dda34e611885f8ff2a6d1bd22685af6bf1a9.pdf
Erlich, Richard. (2011). Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes. NACADA Journal. Sacramento: Sacramento City College.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Retrieved on July 4, 2020, from https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf
Stevens-Fulbrook, Paul (2019). 15 Learning Theories in Education (A Complete Summary). Retrieved on July 4, 2020, from https://teacherofsci.com/learning-theories-in-education/.
YouTube. (2019). [Video]. Big Sister Helps Puppy Through Staircase Struggle. Retrieved on July 3, 2020, from https://youtu.be/QeE5XVJ3NWg
[1] (Erlich, 2011, pp. 5)
[2] (Bandura, 1994)
On Task Teaching 