Bandura’s Social Learning Theory

A) Description

Bandura's social learning theory "emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others" (Kearsley 1994c). It has been applied extensively to the understanding of aggression (Bandura 1973, as cited in Kearsley 1994c) and psychological disorders. Bandura states:

Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (1977, as cited in Kearsley 1994c).

The processes underlying observational learning are as Kearsley (1994c) explains:

1. attention
2. retention (including cognitive organization and motor rehearsal)
3. motor reproduction (including physical capabilities, self-observation of reproduction, and accuracy of feedback)
4. motivation (including external and self reinforcement)
5. observer characteristics (such as sensory capacities, arousal level, perceptual set, and past reinforcement).

B) Practical Application
In applying Bandura’s Social Learning theory, Kearsley (1994c) suggests keeping the following principles in mind:

1. The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels, or images results in better retention than simply observing.
2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value.

"Strategies consistent with social learning theories include mentoring, apprenticeship, on the job training, and internships" (Ross-Gordon 1998, 217). Each involves learning in a social situation whereby novice learners model more experienced teachers or coworkers. Kearsley (1994c) provides the following example of social learning:

The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised.

EXAMPLE
The following example illustrates how participatory observation can be used to help students learn and apply the Law of Reflection. This example is directed towards students being able to model the cognitive processes of experts (an extension of Bandura's Social Learning theory; see cognitive modeling strategy).

• Instructional Objective: Recognize that the angle of reflection equals the angle of incidence.
• Methodology:

1. Show a 6' x 12' pool table, a cue ball, an object ball, the cue stroke of an expert pool shark, and three possible points of impact (aim). Ask the learner to guess what point the expert pool shark is hoping to hit the object ball and sink it after four banks. 
2. Show answer.
3. Show an irregularly shaped miniature golf putting green, a golf ball, the putting stroke of a world famous golfer (e.g., Tiger Woods, Gary Player), and three possible points of impact (aim). Ask the learner to guess what point the expert golfer is hoping to hit the golf ball to get a hole-in-one.
4. Show answer.
5. Show a room consisting of highly polished mirror-like stainless steel walls, a sniper (James Bond) with a laser sight, a direction of aim, and three possible targets (Bandura, Carroll, or Vygotsky). Ask the learner to guess who the sniper is aiming at.
6. Show answer.
7. Ask the learner to guess what the pool shark, expert golfer and sniper are thinking when they stroke the cue, putt the ball, or aim the rifle. Provide several possible choices of insights into their cognitive reasoning.
8. Show an incident light ray hitting a mirror at an angle of 45 degrees. Ask the student to guess what the angle of reflection will be.
9. Show answer and state the Law of Reflection: "the angle of incidence equals the angle of reflection."
10. Provide another example of this law (define terms).
11. Discuss the similiarities between the reflection of light rays off mirrors and the reflection or motion of billard balls on billiard tables.
12. Provide a few quiz questions.

C) Related Theories, Pedagogical Practices and Practical Web-Design Strategies

1. Teach students how to model cognitive processes as well as behaviors using real-world problems. Jonassen (1998) defines two types of modeling: behavioral modeling of the overt performance and cognitive modeling of the covert cognitive processes. Behavioral modeling "demonstrates how to perform the activities" while cognitive modeling "articulates the reasoning that learners should use while engaged in performing the activity" (p. 12). Jonassen reasons that "conventional teaching focuses on answers, which are often artificially 'tidy,' lacking the complexity and messiness of the real world" (Fahy 1999, 54, citing Jonassen 1998). He suggests using "authentic problems" to make student learning experiences "more appealing, engaging, and meaningful."
2. Provide similar examples and comparisons to aid perception and recall. "Objects, ideas, or events displayed together in space and time are often stored together in memory and grouped together in recall. This is the Law of proximity in perception and contiguity in memory" (Fahy 1999, 60).
3. Use show me buttons. When learners need help, provide them with a "Show Me" or a "How Do I Do This?" button (Jonassen 1998, 12). Hyperlink to this button a visual or animated example of the desired performance.
4. Use worked examples as a method for modeling problem solving. "Worked examples include a description of how problems are solved by an experienced problem solver. Worked examples enhance the development of problem schemas and the recognition of different types of problems based on them" (Jonassen 1998, 12, citing Sweller & Cooper 1985).

Use repetition with variety. Repeating a variety of examples or problems with solutions is more effective for long-term retention than rote or verbatim reproduction. Paraphrasing, rephrasing, and reworking is more useful than the repetition or regurgitation of information (Fahy 1999, 62).