Social Theory and Cooperative Learning

A key attribute of effective classroom instruction is that students work within what Vygotsky termed the zone of proximal development. Through the purposefully design and targeting of instruction to operate within this developmental range learners are given activities which are challenging but easily completed with the use of knowledgeable assistance.  It is in discussing this element of assistance and guidance from more knowledgeable individuals, or as Orey describes them more knowledgeable others, on topics, or within tasks or activities, that we can examine the role of social learning theory within cooperative learning based classrooms (Laureate Education, Inc., 2011a). Social learning theory focuses on the learning that occurs within a social context, and relates to peoples’ ability to learn through observing others’ behaviors, attitudes, and ultimately the outcomes of those behaviours.  In examining social learning theory and instructional strategies such as cooperative learning I believe there is indeed a strong correlation as the effective use of social learning theories supports the implementation of instructional strategies which facilitate student communication, collaboration, and meaningful cooperation with others.

Through teachers’ meaningful actions effective learning atmospheres within classrooms which utilize social learning strategies such as cooperative learning work to, as Johnson, Johnson, and Smith (1991) note, generate the associated student benefits of “positive interdependence, individual [and group] accountability, face-to-face interaction, appropriate use of collaborative skills, and group processing” (as cited by Tsay and Brady, 2010, p.79).  In using social learning activities which promote active engagement with information and other persons such as jigsaws, think-pair-share, round-table discussions, three step interviews, or pairs checking  greater retention of subject matter, improved attitudes towards learning, and enhanced relationships amongst group members are encouraged.  These types of cooperative activities can be further enhanced through the effective integration of social networking media such as Skype, Facebook, Twitter, Second Life, or multimedia web-based learning tools like Xtranormal, Glogster, blogging Webquests, or Voice Threads.  Through the use of innovative technology students are given further means to efficiently gather, evaluate, create, and most importantly display and share their acquired learning.  In having had the opportunity to personally work with Voice Thread technology my mind was immediately swamped with ideas on how this type of software could influence instruction - and more importantly benefit student learning.  Through my own playing around (see appendix 1 below) I was amazed at how easily one could visually and orally display information.  Through the software I was able to organize and manipulate materials and then give detailed information specific to individual components within my project.  This visually interactive nature and the ability to express thoughts is something which O”Bannon, Puckett, and Rakes (2006) cite as being essential to students being able to “discover, create, and communicate understanding in a format that is…[personally] logical” (p.129).  In having this ability to creatively design and present, students are able to effectively communicate their learning to others even if not face-to-face consequentially expanding the range of learning possibilities beyond the walls of the classroom and aiding in greater opportunities for collaborative learning and the sharing of information between classmates.  With the aid of technology shy or reluctant students would be given a medium or ‘voice’ through which to present their learning in a nonthreatening, user friendly environment; high achieving students would have their learning further opened to a world of possibilities through which to creatively express themselves; cooperative learners would be able to effectively collaborate and share; and most importantly teachers would be given a tool through which to gain a truer picture of their students’ levels of understanding through students’ physical creation and application of learned concepts.  In being able to produce movies, generate multimedia slideshows, collaborate in virtual worlds, and communicate digitally classroom learning becomes relevant to students’ lives and in the end is more reflective of today’s society.

In offering their perspective on cooperative learning Wong & Wong (1998) note how “cooperative learning is not so much learning how to cooperate as it is cooperating to learn” (as cited by Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.143). Through the exchanging of information and material, the challenging of each other's reasoning, and the provision of feedback and encouragement, the use of cooperative learning works to aid students in assisting each other in overcoming challenges and completing whatever task has been assigned.  Social learning theory and the learning that occurs though the peer-to-peer exchanging of ideas within cooperative instruction are indeed correlated.  Through its effective integration social media can be an accelerant for this type of cooperative social learning by working to increase the effectiveness and efficiency of learning interactions both within and outside of school by, as Siemens notes, allowing for increased visualization opportunities and the generating of learning connections (Laureate Education, Inc., 2011b). In the end learning is complex and being afforded and having fluency with multiple teaching strategies such as those associated with social learning remains the key to effectively reaching students and promoting learner success within today’s classrooms.

Appendix 1

My Voice Thread URL: http://voicethread.com/share/2680654/

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

O’Bannon, B., Puckett, K., Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Type II Uses of Technology in Education: Projects, Case Studies, and Software Applications.23(1/2).p.125-137. The Haworth Press, Inc. Retrieved from ERIC database. DOI: 10.1300/J025v23n01_11.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VI, Association for Supervision and Curriculum Development.

Tsay, M. and Brady, M. (2010, June). A Case Study on Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78-89. Retrieved from ERIC database.