Readings Chapter 3 - Saunders

Readings: Chater 3: Social Psychology of Adult Learning - Saunders (1999) Adult Education Psychology

Focus questions:
Reviewing the chapter with our focus of learning communities as a framework - how will the various different theories and perspectives apply to our context?

Some of the frameworks in this chapter can also be useful in the 2nd part of Assignment 1 - when you analyse your community. Already we have some experience with self-disclosure (look at our Profiles on Ning!)

Review some of our discussion forums for learning conversations…. just for starters.

Response  

Social Learning Theory

The theory is based on the assumption that people learn how to behave by observing others (Saunders 1999, 33).  Largely attributed to the Bandura, social learning theory encompasses modelling of behaviours, attitudes and emotions of others.

People learn through watching, observing and imitating the behaviour of others.

The Ning Learning Community which we are participating sees evidence of this type of learning taking place.

The Moderator/educator is seen as an important and influential role model. It has been important that there has been congruency between the tasks promoted by the moderator and her actual observations, reflections and advice. As learners it is important that we believe the moderators credentials, her technology fluency and her ability to show demonstratable evidence that she practices what she preaches through daily online interactions. This has been of great assistance to the group and a significant part of the early learning phase and has seen the learning and adaptation of many new technologies in a relatively short period of time. 

We are also watching and observing the imitating the behaviour of fellow students in dialogue and discussion through the forums. At the moment, discussion threads are also exposing role models for the group, particularly in the area of technology knowledge and support.

Social Comparison Theory

According the McKnight and Sutton 1994, this theory is largely attributed by Festinger (1954),  where ‘we seek other people as a means of evaluating our skills, apptititudes, values and beliefs if there is no physical or objective standard for evaluation’ (Saunders 1999, 37)

By comparing yourself to others there is a great opportunity to learn more productively and this has been demonstrated in the Ning Learning Community. Through our small community of practice we have the opportunity to review each others work on a daily basis through Ning and our weblogs. There is the opportunity for comment and feedback on our weblogs and strong evidence that learning is taking place as the sites have improved and grown over time. 

Comparison with others often leads to competition. The presence of other people in the learning environment can produce a competitive effect which will act as a stimulus to learning and performance (Saunders 1999). 

Social Judgment Theory

Adults learn to change attitudes and behaviour through persuasion. They can change their attitudes and behaviours if they are willing to self disclose, reflect on feedback, test their ideas and assumptions in the presence of others (Saunders 1999). 

This theory forms the basis of what is happening on the Ning and other online collaborative learning environments. Through our personal profiles and learning contracts we have set up a certain level of self-disclosure about ourselves and our learning backgrounds and objectives. The Ning has created a safe place where people are testing their ideas and having their opinions and assumptions challenged.

Our weblog is certainly a place where we can self-disclose and reflect on our learning to date. This is our personal space on the most public of places, the world wide web. Although accessed by anyone, it feels like a safe environment as we have created it ourselves and it is decorated by our individual style and themes.
Social Penetration Theory

The learning emphasis and focus shifts from a superficial level of learning to a more personal level (Saunders 1999). As our relationship with people deepens so will our depth and breadth of learning in an area (Saunders 1999).

Our profiles, personal emails, personal blogs all revolve around peronalising the online experience.

At present we are in the early phase of developing personal relationships with each other, the Ning has helped fast track this and added another dimension beyond meeting each other in the F2F block class.
Self Monitoring

According to Barone, Maddux and Syyder (1997), self monitoring is the process of observing your own behaviour and the impact of that behaviour towards the progress of your goal (Saunders 1999).

We have seen that appropriate and inappropriate behaviours can be regulated in the online environment by Netettiquette. This set of rules was highlighted in the beginning of the course and has framed what is appropriate or inappropriate behaviour.
Self Disclosure and Feedback

We can learn by giving and receiving feedback and by learning about ourselves by disclosing to others.  Through a shared learning experience like Ning , participants can expand their area of  learning interest through self disclosure and feedback.

There are levels of self disclosure as identified in the Johari window model where giving and receiving of feedback increasing as the learning relationship and trust expands (Saunders 1999). 

“Genuine and open feedback disclosed with concern for others can help us identify our learning needs”

“ Constructive feedback, expressed sensitively should promote adult learning by reducing defensiveness and maximizing collaborations”
 
Learning Conversations

Proposed by Robinson (1993) – ‘the learning conversation form of dialogue can be used for giving feedback on performance in a regular, information way and for gathering valid information for formal student assessment and performance appraisal’  (Saunders 1999, 52)

This is likened to open conversations that are both collaborative and offer challenges to everyone involved (Saunders 1999)

Learning conversations are collaborative and offer  ‘…opportunities for participants to share what they think, why they think it, check their perception with each other and help each other to learn from mutual feedback.’ (Saunders 1999, 54)

Learning conversations are important part of what is taking place on Ning. The conversations are open to everyone and have provided the opportunity to help each other navigate the technology framework and begin our learning journey.   

Groups

“Adults can learn a lot about themselves and how others react through working in groups” (Saunders 1999, 59).

Group dynamics play an important role in the learning experience. There have been many studies on groups dynamics and the effect on learning. Some highlights of this section of the Saunders article include: 

Learning can take place through:

- Sharing the variety of experiences from group members
- Managing and developing interpersonal relationships
- By working harder and contributing as individuals want the group to succeed
- Pooling resources and expressing views to clarify thinking

Some constraints on groups and the learning process include:

- Opinions and attitudes shape by norms of the group (can impact on individual thinking)
- People feel pressure to conform to group norms
- Power structures exist which can impact (strong vs weak contributors)
- Gender issues eg woman may be less assertive and less competitive 

- Communication and style of communication can be influenced and dominated by a few
 
Managing the potential negative impacts on a group learning experience is important as there is the potential for: 

- Pressure for conformity and “group think” where members start to become uncritical or blinkered in their learning.

It is going to be important to acknowledge and understand the dynamics at work within the community we are observing.  We will need to look critically at whom it consists of, who has the share of voice and what influence the group is having on learning. Is it a positive impact or are they any negative effects taking place which constrain the groups learning efforts.

An important theme coming through this article was the importance of adult educators creating a safe social learning environment where people can participate and learn with trust, confidentially and respect (Saunders 1999).

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