Connectivism and Social Learning in Practice

Social learning theory is built on the concept and idea that students or individuals learn through interactions with others. There are several theories that exist pertaining to just what extent that learning is dependent on social learning, but the overall idea of the theory is sound. The interaction of individuals, especially students in a cooperative learning environment, promotes the advancement and gains of knowledge pertaining to course topics and subjects. As our course text states, “Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Mealenoski, 2007, p. 139).

I believe that social and cooperative learning can be successful in any classroom if lessons and concepts are implemented correctly. That proper implementation comes with direct and proper guidance and structure from the classroom teacher. The procedures for cooperative and social learning need to be explained and modeled thoroughly by the classroom teacher for them to be utilized effectively. Students need to have a clear understanding of lesson expectations if they are to implement their ideas in the desired manner. While students can be very effective at creating and producing new and exciting work, they have to be guided in a direction that ensures that they covered the desired topics and material of each lesson. That is where a skillful teacher knows when to step in and service their students.

I see social and cooperative learning as encouraging higher level thinking skills, but also reaching a variety of learners. As differentiated learning and instruction becomes a greater focus in the modern classroom environment, teachers must find ways to reach the wide variety of learning styles presented by their students. Social learning provides teachers with the opportunity to engage students of all types of learning styles and abilities. It provides opportunities for advanced students to shine, while also aiding students that may struggle. The concept serves as an opportunity for all types of learners to build off of one another and create a meaningful and engaging learning environment.

Resources

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.