I recently posted a response to a research paper by Terry Anderson which looked at the various modes of interaction across learning platforms and spaces. Among the important and interesting notes was Anderson’s assertion that high quality learning could happen if one of three interactions (student-student, student-teacher or student-content) was of a high quality, regardless of the quality of the other two. Yet in my reading of Anderson’s work, I saw him continue to discuss student-student interactions with great importance, moreso than he gave to student-teacher or student-content. This ties into some existing learning theory popular today, most notably social learning theory (though, to be general, the Canadians like to call it social cognition) via Bandura (and Vygotsky’s social development theory). Continue reading
Social Learning in Independent Spaces?