SOCIAL LEARNING THEORY AND ONLINE EDUCATION: RECIPROCAL DETERMINISM WITHIN THREADED DISCUSSIONS
Ashford University (UNITED STATES)
About this paper:
Appears in: EDULEARN12 Proceedings
Publication year: 2012
Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain
Abstract:This project measures the relationship between professorial input and student output within threaded discussions in a doctoral online education program, as calculated by various readability formulas and language metrics. Initial results from a study of 448 students in 28 course sections indicate the efficacy of professorial modeling. Those results via an analysis of variance indicated that a professor’s lexical density in threaded discussion responses does influence student responses in those same online discussions. Correspondingly, the influence of Bandura’s Social Learning Theory - the notion that most human behavior is learned by observation and in turn this coded information then serves as a model for action, appears evident. Thus, viewed within the context of social learning theory, these findings suggest new research-based best practices in post-secondary online education, and may inform methodological approaches for future faculty training, development and peer review.
Keywords: Social learning theory, reciprocal determinism, threaded discussions, on-line education.