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social learning

so·cial learn·ing

/ˈsōSHəl/ /ˈlərniNG/

Noun

A learning process that suggests that learning is a cognitive process experienced in a social context. The learner is not a passive recipient of information but engages with the cognitive process, the environment, and the behaviors of others in the learning environment. Feedback is also helpful for guiding learning.

Using the One-Minute Paper to Assess Student Learning

Credit: © Penn State is licensed under CC BY-NC-SA 4.0

The one-minute paper is an assessment strategy that can be used to evaluate what students have learned and what they are struggling with. Students are asked two to three questions about a lecture, video, lab, field trip, discussion, or any other activity, and are given one minute to write their response. The questions should encourage students to consider what was most significant, surprising, important, disturbing, or useful, and what was unclear or difficult to understand.

Using Reciprocal Questioning in Small Groups to Increase Student Engagement

Credit: © Penn State is licensed under CC BY-NC-SA 4.0

Reciprocal Questioning is a strategy that promotes critical thinking while increasing student engagement with one another and with the course material. Students work in small groups to discuss course material, or a portion of the course material, like a video. They discuss where they need further clarification or more information. Then a group representative shares the questions with the instructor and the instructor's Docsanswers benefit the entire class.

Using Small Group Case Studies to Boost Student Engagement

Credit: © Penn State is licensed under CC BY-NC-SA 4.0

The final project in GEOSC 107N: Rocks, Minerals, and the History of Art is a small group case study that requires students to work together to research a naturally occurring material, used in either its natural or processed form, to create works of art or architecture in history. Case studies promote critical thinking and help students to contextualize course content.

Using Video-Based Asynchronous Discussions

Video-based asynchronous discussions are an excellent alternative, or addition to, text-based discussions. Video-based asynchronous discussions utilize an app to create a group discussion or sharing opportunity where students record short videos of themselves and respond to their peers' posts via video. Video discussions are very effective at creating social and teaching presence and increased collaboration.

Using an Exam as a Learning Tool

Credit: © Penn State is licensed under CC BY-NC-SA 4.0

Students first take the exam independently, and then, during the same class period and before seeing their results, they get into groups of 4 to 5, discuss the exam problems, and retake the same exam as a group. Each student chooses whether or not to complete and submit a second exam. Students have the option of simply accepting their original, independent exam score only, if they wish.

Using Student-to-Student Interactions to Boost Engagement

Credit: luckybusiness / Adobe Stock

Engaging students in class discussions and activities is always a challenging endeavor for instructors because there is no one-size-fits-all approach that will work to draw in everyone. Students will have varying degrees of interest in the topic, and not everyone will be able to find the same degree of relevance in the concepts presented.

Building Student Engagement with Discussions

Overhead view of students sharing at a round table.

Credit: ScreenFlow, under license agreement by Jane Sutterlin

Whether for a resident course or online, cultivating a human-centered classroom community takes time and effort. Discussion forums can help. Content-delivery discussion forums help students interact when considering content-related questions and topics, but other kinds of discussions can help create an interactive community of learners who share and get to know each other outside of the realm of course content. Consider the following:

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