Social Learning Opportunities Research Articles

Expertise Development at Work: A Workplace Curriculum Perspective in the Domains of Sales Representatives and Leadership Coaches in a German Context

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices’ learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives

Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research.

Reproductive behaviour and fertilized spawns in cultured Solea senegalensis broodstock co-housed with wild breeders during their juvenile stages

The reproductive failure of Senegalese sole (Solea senegalensis) cultured males (reared entirely in captivity from egg through to adult) that do not participate in reproductive behaviours to fertilise spawns, results in a problem to achieve reproductive control in captivity. However, cohabitation with wild males has led to an increase in the involvement of cultured males in reproductive behaviour, although their contribution to fertilised spawning is still lower than that of wild breeders. This study aimed to examine the effect of different social conditions, on the reproductive behaviour and spawning success of cultured breeders over three reproductive seasons. Before starting this study, different social learning opportunities were provided to the breeders from the juvenile to the pubertal stages of the individuals. Behaviour and spawning were evaluated in four experimental groups of cultured breeders: two groups (W1 and W2) that prior to this study were reared during the juvenile stage with wild breeders that fertilized spawns, a Culture breeder group (CB) that was previously reared with cultured breeders that spawned unfertile eggs, and a negative control group (CN) that was reared in isolation from adult fish.During the three reproductive seasons, spawning was obtained from all groups. Generally, the first year had the highest egg production and the third year the lowest. However, fertilised eggs were only obtained from W1 in the first year. A total of eight fertilised spawns were collected with a fertilisation rate of 28.02 ± 13.80 % and a hatching rate of 15.04 ± 10.40 %. The mean number of larvae obtained per spawn was 7,683 ± 5,947 and the total number of larvae from all eight spawns was 61,468. The paternity analysis assigned 64.3 % of larvae to a single couple of breeders, while 34.3 % of larvae were not assigned to any single family, but inconclusively to more than three parents. The highest locomotor activity was observed in W1, while no significant differences were observed in the number of movements within W2, CB and CN. In all groups, during the peak of locomotor activity (19h00-20h00), the main reproductive behaviours observed were Rest the Head and Follow, while the Guardian behaviour was low and Coupled behaviour was only observed in W1. Over time, the reproductive behaviours decreased, except for Follow. The social learning opportunities provided by cohabitation with wild fish during juvenile stages prior to spawning in W1, increased activity and fertilised spawning. However, the number of successful spawns was low and over time stopped in association with a decrease in reproductive behaviour. This suggests that other mechanisms of behavioural learning could be involved in reproductive success, such as reproductive dominance, environmental conditions or hormonal interactions that could affect physiological processes in the reproduction of captive breeders.

HRM practices in app work: exploring training and feedback in the food delivery ecosystem

Purpose This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers. Design/methodology/approach This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries. Findings The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction. Research limitations/implications This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it. Practical implications This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities. Originality/value To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.

Learning While in Work: Exploring Influences on Engagement and Achievement in Veterinary Professionals Studying Remotely

Remote learning provides flexible opportunities for veterinarians and veterinary technicians to undertake professional development qualifications alongside their work. Although this offers advantages in accessing courses that may otherwise not be available, online provision may not suit all learners equally. Using thematic analysis of semi-structured interviews with a group of veterinary educators (faculty, veterinarians, and veterinary nurses/technicians), this study explored their engagement and learning outcome achievements from a post-graduate certificate in veterinary education. Participants were highly motivated to engage, but their engagement was compromised when they had low levels of professional autonomy (particularly in scheduling study time and opportunities to put learning outcomes into practice). Some participants also found engagement more challenging when they experienced academic uncertainty or a reduction in social learning opportunities. A lot of the learning occurred in the participants applying taught content to practice, and therefore the education interface extended to the workplace. Educators teaching similar students using an online-only format should thus recognize the learners’ workplaces as an important part of the learning environment and find ways to help them learn in that context. Learner engagement is also supported by interventions to foster social connections, scaffolded strategies for self-direction, and helping them to balance achievement against wellbeing goals.

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from historically marginalized groups. This study focuses on Jain, a first-generation Latino college student, as he positions himself as a writer over 18 months in response to a range of school-based writing tasks. My analysis finds that Jain’s identity negotiations are influenced by a history of social positioning in schools, as his stance-making patterns and sense of self as a writer reflect resources and opportunities he encounters. This study adds to research demonstrating the role teachers and institutions can play in (in)validating certain aspects of students’ identities and influencing belonging in school spaces, indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities.

Evolution of explorative and exploitative search strategies in collective foraging

Evolutionary theories of foraging hypothesize that foraging strategies evolve to maximize search efficiency. Many studies have investigated the central trade-off between explore–exploit and how individual foragers manage it under various conditions. For foragers in groups, this trade-off can be affected by the social environment, influencing the evolution of individual search strategies. Previous work has shown that when learning socially, explorative search strategies can optimize group search efficiency. However, social learning can cause discrepancies in strategies that benefit the group versus an individual. We model the evolution of explorative and exploitative strategies using Lévy exponents under different levels of social learning and investigate their effect on individual and group search efficiencies. We show that reliance on social learning can lead to the evolution of mixed groups that are not optimally efficient. Exploiters can have a selective advantage in scrounging findings by explorers, but too many exploiters can diminish group efficiencies. However, greater opportunities for social learning can increase the benefits of explorative strategies. Finally, we show that area-restricted search can help individuals balance exploration and exploitation, and make groups more efficient. Our results demonstrate how exploration and exploitation must be balanced at both individual and collective levels for efficient search.

Naïve, adult, captive chimpanzees do not socially learn how to make and use sharp stone tools

Although once regarded as a unique human feature, tool-use is widespread in the animal kingdom. Some of the most proficient tool-users are our closest living relatives, chimpanzees. These repertoires however consist primarily of tool use, rather than tool manufacture (for later use). Furthermore, most populations of chimpanzees use organic materials, such as sticks and leaves, rather than stones as tools. This distinction may be partly ecological, but it is also important as chimpanzees are often used as models for the evolution of human material culture, the oldest traces of which consist of manufactured sharp stone tools (so-called “flakes”). Thus, examining the conditions (if any) under which chimpanzees may develop flake manufacture and use can provide insight into the drivers of these behaviours in our own lineage. Previous studies on non-human apes’ ability to make and use flakes focused on enculturated apes, giving them full demonstrations of the behaviour immediately, without providing social information on the task in a stepwise manner. Here we tested naïve, captive chimpanzees (N = 4; three potentially enculturated and one unenculturated subject) in a social learning experimental paradigm to investigate whether enculturated and/or unenculturated chimpanzees would develop flake making and use after social information of various degrees (including a human demonstration) was provided in a scaffolded manner. Even though social learning opportunities were provided, neither the unenculturated subject nor any of the potentially enculturated subjects made or used flakes, in stark contrast to previous studies with enculturated apes. These data suggest that flake manufacture and use is outside of our tested group of captive chimpanzees’ individual and social learning repertoires. It also suggests that high levels of enculturation alongside human demonstrations (and/or training) may be required before captive chimpanzees can develop this behaviour.

“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children

Koreans, as the seventh largest ethnic group in the United States, are underrepresented in educational research. There have been mixed findings on Korean caregivers’ practices which may be due to several factors including both cultural as well as generational changes in how Korean caregivers raise and educate their child. As a part of a larger mixed-method study that examined the effects of school readiness program for Korean preschoolers in the U.S., the current qualitative study explored fourteen Korean caregivers’ beliefs and practices related to school readiness through in-depth interviews. Findings revealed that Korean caregivers’ beliefs related to school readiness included: (1) importance of relationships, (2) emphasis on rules and social manners, (3) early literacy as a foundation for different subject areas, and (4) English as a means for effective communication and adjustment to school. . In terms of practices, Korean caregivers reported (1) use of workbooks and tutoring (2) using naturalistic opportunities for social emotional learning; (3) developing a structured routine, and (4) use of sports and outdoor activities. Implications for culturally responsive, family-centered practice, policies, and research are presented.

Learning additional language(s) in collegiate multilingual education programmes: how learners perceive and utilise institutional affordance

ABSTRACT Previous studies of affordance have not explored in detail how a special type of affordance – institutional affordance – worked in multilingualism. By drawing empirical voices of students, this study investigates how institutional affordance supplied by a collegiate multilingual education policy was perceived and utilised by students. A thematic analysis of data collected from ethnographic observation, narrative frame writing and semi-structured interview reveals that learners first carry out affordance perception screening and that those present in classroom learning opportunities are easily perceived, while those in forms of social and technological learning opportunities outside the classroom might encounter affordance blindness. However, a successful perception does not guarantee full utilisation; as learning continues, either full utilisation or abandonment of perceived affordance may occur depending on the dynamic interaction between learner agency and affordance. This article ends with suggestions to teachers, curriculum designers, and policy makers on how to improve collegiate multilingual education programmes from an ecological perspective.

Civil society organisations transforming teacher professional development: Social, Emotional, and Ethical Learning in wartime Ukraine

AbstractA unique model of government and civil society cooperation has emerged in Ukraine since the Revolution of Dignity in 2014 and grew even more important amid the full‐scale invasion of Russia. Recent reforms and teacher professional development in Ukraine build on this model that promotes addressing national‐level challenges in equitable partnerships between government and civil society organisations (CSOs). This paper considers examples and results of their cooperation and draws on: (1) experiences in teacher education—specifically, from the EdWay national platform and the SEE Learning programme, both implemented by EdCamp Ukraine NGO (EdCamp); (2) national sociological studies—specifically, the 2018 study Teach and Learn, and the 2021 Feasibility Study on Opportunities for Social and Emotional Learning in Ukraine; (3) and data from the 2022 case study SEE Learning in Ukraine Through Teachers' Eyes: Before, During, and After the War. Experiences and study data demonstrate the need to support Ukrainian teachers in developing social and emotional skills both for self‐help and for students. These findings align with the requirements of the current New Ukrainian School reform. The authors discuss the potential education CSOs possess in addressing teacher needs for developing emotional and ethical competence and corresponding soft skills. It may be predicted that government and civil sector collaboration will continue to play an important role in the development of education in Ukraine. These expectations are supported by Ukraine's involvement in the 2023 OECD Survey on Social and Emotional Skills where EdCamp is the designated national research centre in Ukraine.

‘Why are they making us rush?’ The school dining hall as surveillance mechanism, social learning, or child’s space?

ABSTRACT School mealtimes, for many schools, are characterized by behavioural difficulties, a problematic time of day requiring much attention and resources. Yet for many school food reformers, those wanting food environments to be educative and pleasant, strict behavioural interventions are contrary to the ideals of social learning. This paper presents an ethnographic case study of Peartree Academy, an all-through academy school in England, to explore how school personnel used the dining hall simultaneously as a community space and as surveillance mechanism. We deliberate on causes and variations of how this manifests. A Foucauldian lens, viewing dining space as ‘heterotopia’ and ‘heterochronies’ [Foucault, M. 1986. “‘Of Other Spaces.” Translated by J. Miskowiec. Diacritics 16 (1): 22. https://doi.org/10.2307/464648], highlights tensions that shape the everyday for both students and staff in the school. As counter-spaces used differently by administrators, pupils, and food reformers, we show how rules and regulations imposed by staff work against the original intentions to develop the dining hall into a community forum in which children develop positive eating behaviours and good citizenship. The children became subjected to power relations through which bodies became docile or resistant, with less opportunity for social learning. True progressive food reform thus requires, ultimately, deeply understanding and negotiating the multiple, overlapping functions of dining spaces.

Hello China and MOOCs: Shaping a New Paradigm in Education

Massive Open Online Courses (MOOCs) have undergone significant evolution over the years, transforming the education landscape and opening up new avenues for learning. One pioneering organisation that played a crucial role in this evolution was Hello China. Hello China introduced a ground-breaking approach to education, setting itself apart from traditional university teaching methods.
 This paper explores the evolution of MOOCs and examines how Hello China contributed to this process. Through its programmes - Hello English, tailor-made for Chinese youth and university graduates - the company aimed to enhance English language proficiency in China, thereby expanding access to business and employment opportunities. The innovative initiatives by Hello China and the Hello English project paved the way for the evolution of MOOCs. They showcased the potential of technology in education, demonstrating how mobile learning could enhance access to educational resources and bridge language barriers. Hello China's approach not only enabled learners to improve their English language skills but also connected them with employment opportunities, underscoring the practical applications of MOOCs.
 As the educational landscape continues to evolve, it is crucial to continue exploring innovative approaches and strategies to maximise the potential of MOOCs and provide accessible, high-quality education to learners worldwide. By implementing effective strategies encompassing clear learning objectives, engaging content, social learning opportunities, personalised support, flexible scheduling, and accessible platforms, we can enhance the appeal of MOOCs, empowering learners with the knowledge and skills they need to thrive in the rapidly evolving educational landscape. Through an in-depth analysis of Hello China's impact and success in integrating mobile learning into MOOCs, this paper aims to provide valuable insights into the ongoing advancement of global online education.

Supporting Social Inclusion with DIY-ATs: Perspectives of Kenyan Caregivers of Children with Cognitive Disabilities

Do-It-Yourself assistive technologies (DIY-ATs) that can be designed, fabricated, or customized by non-technical individuals can enable people with disabilities and their community members to create and customize their own technological solutions. DIY-ATs may better fit user needs than mass-produced alternatives. Recently, researchers have started to explore the possibilities and challenges of using DIY-ATs in contexts other than the Global North, where access to digital ATs is limited. Previous research has not yet studied the perspectives of caregivers of children with disabilities towards these technologies. We present findings from an interview study with caregivers of children and youth with cognitive disabilities in Western Kenya who used a DIY-AT system as a research probe. Participants described how negative beliefs about people with disabilities result in social exclusion and discrimination and explained how increased opportunities for social interaction and learning mediated through DIY and other customizable ATs for their children could support their inclusion, safety, and access to future opportunities.

Antecedents and outcomes of work engagement among nursing staff in long-term care facilities-A systematic review.

To determine antecedents and outcomes of work engagement (WE) among nursing staff in long-term care (LTC) using the Job Demand-Resources model. A systematic review following the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and Synthesis Without Meta-analysis in systematic reviews guideline. A study protocol was registered in PROSPERO (registration number CRD42022336736). The initial searches were performed in PsycInfo, Medline, Academic Search Premier, CINAHL and Scopus and yielded 3050 unique publications. Updated searches identified another 335 publications. Sixteen studies published from 2010 to 2022 were included. The screening of titles and abstracts, and subsequently full-text publications, was performed blinded by two author teams using the inclusion/exclusion criteria. When needed, a mutual consensus was obtained through discussion within and across the teams. A descriptive and narrative synthesis without a meta-analysis of the included studies was performed. The extent of research on WE in LTC facilities is limited and the factors examined are heterogeneous. Of forty-two unique antecedents and outcomes, only three factors were assessed in three or more studies. Antecedents-in particular job resources-are more commonly examined than outcomes. Existing literature offers scant evidence on antecedents and outcomes of WE among nursing staff in LTC facilities. Social support, learning and development opportunities and person-centred processes are the most examined factors, yet with ambiguous results. Antecedents and outcomes of engagement among nursing staff in LTC facilities have not previously been reviewed systematically. Engagement has been correlated with both more efficient and higher-quality service delivery. Our findings suggest opportunities to improve health and care services by enhancing engagement, whilst at the same time better caring for employees. This study lays the groundwork for more detailed research into the contributing factors and potential results of increasing caregivers' engagement. No patient or public contribution.

Whole-institution approach to social justice education for preservice teachers

PurposeThis study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios.Design/methodology/approachThe authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs.FindingsFindings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year.Originality/valueThis study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs.

Evaluation of a pilot intervention for online delivery of arthritis-appropriate evidence-based interventions to older adults via parks and recreation agencies

ABSTRACT The objective of this research was to examine the implementation, successes, and challenges to online delivery of existing arthritis-appropriate evidence-based interventions (AAEBIs) to older adults (55+) with arthritis through park and recreation (P&R) agencies, using the Consolidated Framework for Implementation Research (CFIR). Prior to the COVID-19 pandemic, AAEBIs were offered in-person, thus the purpose of the pilot intervention was to assess online delivery through semi-structured interviews with nine P&R agencies. Benefits to participants included protection during a time of heightened risk of serious illness; ease of access and elimination of transportation barriers; flexibility; engagement of community members previously not engaged in physical activity programs; and increased opportunities for socialization, chronic condition management and physical activity, and acquisition of new skills that can support overall well-being. Benefits to organizations offering online AAEBIs included overcoming space constraints or equipment requirements; offering flexible scheduling; engaging community members previously not engaged in physical activity programs; and helping advance social participation, learning opportunities and meaningful community engagement among older adults. The most common challenge was transitioning to an online platform, which can be time-consuming, burdensome, and discouraging for both participants and organizations implementing online AAEBIs. This study demonstrated how the online delivery of AAEBIs can positively influence rates of participation in both virtual programming and chronic disease self-management education programs, as well as combat the adverse effects of social isolation and loneliness among older adults.

How effectively can nurture groups be used in improving outcomes for young children with emotional, behavioural and social difficulties in primary schools?

Emotional, social, behavioral, and mental health disorders in young children are increasingly prevalent and may have long-term effects, persisting from preschool into primary school (Carroll & Hurry, 2018). Such challenges can significantly impact children's ability to adapt to the classroom and access learning opportunities. To address these challenges, Boxall (2002) developed the concept of nurture groups, where a small group of students is removed from their regular classes for a limited period during the school year to model positive attachment relationships, develop emotional literacy, and provide opportunities for social learning while maintaining access to education (Loinaz, 2015). This literature review aims to explore the effectiveness of nurture groups in improving outcomes for young children with emotional, behavioral, and social difficulties in primary schools. The study reviews existing literature, examining the positive effects of nurture groups on children's well-being, while also critiquing current research. The results suggest that children with a broad spectrum of social, emotional, and behavioral difficulties may benefit from nurture groups, thereby making a strong case for creating nurturing schools. However, one potential concern is that some students who thrive in nurturing schools may struggle when they return to mainstream classes. Therefore, further comparable studies on a larger scale are required.

No evidence of social learning in a socially roosting butterfly in an associative learning task.

Insects may acquire social information by active communication and through inadvertent social cues. In a foraging setting, the latter may indicate the presence and quality of resources. Although social learning in foraging contexts is prevalent in eusocial species, this behaviour has been hypothesized to also exist between conspecifics in non-social species with sophisticated behaviours, including Heliconius butterflies. Heliconius are the only butterfly genus with active pollen feeding, a dietary innovation associated with a specialized, spatially faithful foraging behaviour known as trap-lining. Long-standing hypotheses suggest that Heliconius may acquire trap-line information by following experienced individuals. Indeed, Heliconius often aggregate in social roosts, which could act as 'information centres', and present conspecific following behaviour, enhancing opportunities for social learning. Here, we provide a direct test of social learning ability in Heliconius using an associative learning task in which naive individuals completed a colour preference test in the presence of demonstrators trained to feed randomly or with a strong colour preference. We found no evidence that Heliconius erato, which roost socially, used social information in this task. Combined with existing field studies, our results add to data which contradict the hypothesized role of social learning in Heliconius foraging behaviour.