Towards A Clearer Understanding of Social Learning
Researchers have defined social learning in multiple, overlapping ways and confused social learning with the conditions and methods necessary to facilitate social learning or its potential outcomes. It is important to distinguish social learning as a concept from the conditions or methods that may facilitate social learning, e.g., stakeholder participation, and the potential outcomes of social learning processes, e.g., proenvironmental behavior. Building on this discussion, if learning is to be considered “social learning,” then it must:
i) Demonstrate that a change in understanding has taken place in the individuals involved. This may be at a surface level, e.g., via recall of new information, or deeper levels, e.g., demonstrated by change in attitudes, world views or epistemological beliefs; ii) Go beyond the individual to become situated within wider social units or communities of practice within society; and iii) Occur through social interactions and processes between actors within a social network, either through direct interaction, e.g., conversation, or through other media, e.g., mass media, telephone, or Web 2.0 applications.
As such, social learning may be defined as a change in understanding that goes beyond the individual to become situated within wider social units or communities of practice through social interactions between actors within social networks.
(Based on Reed et al., 2010)
Read more about this topic: Social Learning (social Pedagogy)
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