Social Learning Theories of Vygotsky and Bandura

By Mary B. Knutson

Lev Semenovich Vygotsky

Born in 1896 in the Soviet UnionEducated as a lawyer and philologist (to study written records and determining authenticity and meaning)Began career as psychologist in 1917 Died of tuberculosis in 1934His works were finally available to U.S. in 1958

Vygotsky’s Social Constructivist Theory

Emphasizes the influences of cultural and social contexts in learning Supports a discovery model of learningTeacher has active roleStudent’s mental abilities develop naturally through paths of discovery

Vygotsky’s Assumptions

Making Meaning- The community plays a central role, and people around the student greatly affect his/her worldviewTools for Cognitive Development- including important adults to the student, culture and languagePlay is very important activity for learning, as it leads to abstract thought, which later lead to higher mental functionsLearning takes place when meaningful, appropriate situations are provided

Zone of Proximal Development Problem Solving Skills

Determined by those skills or tasks performed independently by the studentThose that cannot be performed even with helpThose that fall between the two extremes, the tasks that can be performed with help from others

This concept can enable the teacher to help the child obtain his/her optimum level.

Theoretically, the child with a larger zone of proximal development will do much better in school

Albert Bandura

Born 1925 in Alberta, CanadaB.S. in Psychology at University of British Columbia 1949Ph.D. at University of Iowa in 1952, where he developed his social learning theoryTeaching psychology at Stanford University from 1953 to presentSome consider him the “father” of the cognitivist movement

Bandura’s Behavior Modeling Theory

Agreed that environment causes behavior, but believed that behavior also causes environment- “reciprocal determinism”Believed that environment, behavior and the person’s psychological processes, (including imagery and language) were interconnected and created learningModeling occurs when behaviors of others are observed and imitated. Reward or punishment directly influences learning

Steps in the Modeling Process

AttentionRetentionReproductionMotivationSelf-regulation

Social learning theory is the view of psychologists who emphasize behavior, environment and cognition as the key factors in development.

Bandura added important psychological processes to his social cognitive theory

Performance

Implications for Teaching

Teachers facilitate an understanding of how children and adults learn and what psychological , environmental or cognitive factors can be addressed for optimum learning

Need activity-based ideas and methods which are meaningful in the context of the learnerObservational learning, or modeling by the teacher or peers can affect behaviorAction-oriented, problem-solving approach is used

Does On-line Learning Fit?

Bandura’s learning theory includes: Interaction, modeling, observing and enactingDistance learning may be described as isolating, self-directed, asynchronousFaculty can facilitate learning that captures the learner’s energy, enthusiasm and curiosity while providing students with the skills to acquire new knowledge and skills.Enhanced professional identity and modeling of behaviors can take place in a virtual community for successful learning

References

Personality Theories Web page retrieved 8-28-02 at http://www.ship.edu/~cgboeree/bandura.html

Vygotsky’s Cultural/Cognitive Theory of Development Web page retrieved 8-28-03 at http://facultyweb.cortland.ed/~ANDERSMD/VYG.html

Social Learning Theory Web page retrieved 8-28-02 http://www.criminology.fsu.edu/crimtheory/bandura.html

Alexander, L.M. (2001), Social learning theory and distance education: Compatible or incompatible constructs? Perspective on Physician Assistant Education; 12(4), 267-269.

Bastable, S. (2003), Nurse as Educator, Principles of Teaching and Learning for Nursing Practice, 2nd ed. Sudbury, MA: Jones & Barlett,