When I say … sociocultural learning theory

2018 ◽  
Vol 53 (2) ◽  
pp. 117-118 ◽  
Author(s):  
Renate Kahlke ◽  
Joanna Bates ◽  
Laura Nimmon
Keyword(s):  
Learning Theory ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning

scholarly journals Of metaphors and literalization: Reconceptualizing scaffolding in Language Teaching.

2013 ◽  
Vol 14 ◽  
pp. 133-150 ◽  
Author(s):  
Gabriel H Diaz Maggioli
Keyword(s):  
Teacher Education ◽  
Learning Theory ◽  
Language Teaching ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Language Teacher Education ◽  
Teacher Intervention ◽  
Original Meaning

The metaphor of scaffolding is ubiquitous in the field of education and that of Language Teaching in particular. However, the term has become literalized thus losing its original meaning and is now an umbrella term encompassing various forms of teacher intervention. Added to this, the methaphor has come under extended criticism as a consequence of the spread of Sociocultural Learning Theory. This paper explores the metaphor of scaffolding and attempts to validate it as a legitimate form of mediation within the sociocultural construct of Zone of Proximal Development by promoting a reconceptualization of the term in light of alternative definitions. Implications for language teaching and language teacher education are highlighted and new perspectives advanced.

scholarly journals Toward a Sociocultural Learning Theory Framework to Designing Online learning Communities in Citizen Science

2017 ◽  
Vol 13 (3) ◽  
Author(s):  
Ruth Kermish-Allen ◽  
Kate Kastelein
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Citizen Science ◽  
Learning Theory ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Online Learning Communities ◽  
Environmental Actions ◽  
Education Theory ◽  
How People Learn

How can sociocultural learning theory inform design principles for citizen science online learning communities to inspire local environmental action? The purpose of this article is to identify themes in sociocultural learning theory that could inform the use and development of highly collaborative online learning communities that utilize community informatics tools for citizen science to enable on-the-ground environmental actions. Applying previously established socio-cultural theories provides an opportunity to build on what’s already known about how people learn and collaborate. Finally, this article explains how communities of practice theory, knowledge building theory, and place-based education theory can be woven together to create the basis for development of a conceptual framework.

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction

2018 ◽  
pp. 494-539
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

Cultural Orientation Differences and their Implications for Online Learning Satisfaction

2014 ◽  
pp. 20-61
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

In Fits and Starts: Learning to Create a Neighborhood Educational Opportunity Zone

2013 ◽  
Vol 115 (5) ◽  
pp. 1-44
Author(s):  
Martin Scanlan ◽  
Peter Miller
Keyword(s):  
Communities Of Practice ◽  
Educational Opportunity ◽  
Research Question ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Relational Networks ◽  
Archival Documents ◽  
Common Purpose ◽  
Common Domain ◽  
Field Notes

Background/Context Disparities in educational opportunity and academic achievement are closely connected to social class characteristics that lie beyond the schoolhouse doors. Comprehensive approaches to urban school reform are ecological, seeing schools nested in broader communities. The research presented here examines one such approach in a neighborhood educational opportunity zone: a geographically defined area where a traditionally marginalized children and families are clustered and resources are intensely focused to respond to their concomitant needs. Purpose/Objective/Research Question/Focus of Study This study contributes to a richer understanding of these zones by examining the genesis of one. Guided by sociocultural learning theory, our central question is: How do communities of practice influence the learning among the adults in a neighborhood educational opportunity zone? Research Design This qualitative case study examined a neighborhood educational opportunity zone in an urban area of the Midwestern United States. Our theoretical framework focused on communities of practice: groups who share a common purpose and learn from one another about how to pursue this purpose. We examined the three constituent dimensions of communities of practice: a domain, a shared practice relating to this domain, and a community engaged in this practice. Data Collection and Analysis Data were generated from archival documents (brochures, organizational publications), interviews, and field notes from site visits. Data were analyzed by applying the three components of communities of practice: domain, community, and practice. From the interviews, we mapped relational networks to establish parameters of the community. We coded the array of data for indications of a commonly defined domain and shared practices within this domain. Our analysis was an iterative process unpacking whether and how the central participants of the neighborhood educational opportunity zone learned to collectively pursue this common domain. Findings/Results As this neighborhood educational opportunity zone formed, a cohesive community emerged whose members largely agree on a common set of concerns, but have a less cohesive understanding of shared practices with which to address these concerns. Conclusions/Recommendations The learning among adults within a neighborhood educational opportunity zone is a messy, convoluted, inconsistent process. These zones, by definition, are crafting not only new communities of practice, but new constellations among these. Scholars and practitioners alike will develop richer appreciation of these zones by attending to the complex learning processes occurring within and across these constellations.

A Paradigm for Global Student Interactions Through Digital Technologies in a Post-COVID Era

2022 ◽  
pp. 38-53
Author(s):  
Roman Taraban ◽  
Sweta Saraff ◽  
Ramakrishna Biswal ◽  
William M. Marcy
Keyword(s):  
Digital Learning ◽  
College Instruction ◽  
Instructional Tool ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Student Interactions ◽  
Web Based ◽  
Pedagogical Tool ◽  
The Usa ◽  
Successful Employment

The widespread outbreak of the COVID-19 pandemic forced almost every aspect of our lives to shift to online modalities. One outcome of the pandemic was to effectively establish digital learning as a major system for education. The purpose of this chapter is to describe the development and implementation of a web-based resource for college instruction. The foundation for this pedagogical tool is sociocultural learning theory. This instructional tool has been deployed with over 2000 students to date. Its successful employment with college students in India and the USA is outlined, and suggestions are included for its generalized use to other content and courses.

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction

2018 ◽  
pp. 116-161
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

scholarly journals Decolonizing English Language Teaching for Brazilian Indigenous Peoples

2019 ◽  
Vol 44 (2) ◽  
Author(s):  
Walace Rodrigues ◽  
Francisco Edviges Albuquerque ◽  
Michol Miller
Keyword(s):  
Indigenous Peoples ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Context ◽  
Sociocultural Learning Theory ◽  
Federal Law ◽  
Sociocultural Learning ◽  
Indigenous Students ◽  
Design And Methods

Abstract This paper investigates the design and methods of English language teaching (ELT) curricula in the Brazilian indigenous educational context. Under Brazilian federal law, English is a mandatory curricular requirement for all, including indigenous students. This paper analyzes contributions relevant to the decolonization of English teaching in indigenous contexts from postcolonial theories on education, perspectives on decolonized ELT, and sociocultural learning theory. An argument is made for the development of ELT curricula and methodology in collaboration with indigenous teachers, in order to prioritize their communities, cultures, and traditional knowledge.

The influences of teacher aspirations and practices for children’s inclusive music education: The case of Muziki Changa

2021 ◽  
Vol 16 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Elizabeth Achieng’ Andang’o
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Communities Of Practice ◽  
Informal Learning ◽  
Informal Education ◽  
Social Inclusion ◽  
Education Programme ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Practices

This article explores the concept of inclusion within a music education programme called Muziki Changa based in Kenya. Through the lenses of Vygotsky’s sociocultural learning theory and Wenger’s communities of practice, the article explores the aspirations and practices of one of the founders and two teachers at Muziki Changa, an informal music education programme, and their impact on children’s inclusive music education. Findings indicate that teachers’ informal learning practices within communities of practice inspire them to pursue children’s social inclusion in music education and to utilize inclusive pedagogies in teaching. The study concludes that early childhood music education through informal education initiatives is contributing significantly to increase opportunities for children’s inclusive music education in Kenya.

Sign in / Sign up

Export Citation Format

Share Document