Social Learning Strategies Research Articles

Meta Analisis Strategi Pembelajaran Agama Islam di Era Digital

Learning is dynamic process following development of society over time. Learning any material, including Islamic religious learning, is required to meet the demands of society. So that Islamic religious learning continues to run well in this digital era, a good strategy is needed. This article is the result of meta-analysis research which analyzed several articles in the last five years. This research maps Islamic learning strategies in the digital era. Apart from that, this research also maps the reasons why this strategy has become a mainstay strategy according to the authors of the articles analyzed. Based on the research results, it can be mapped that the strategies presented in these articles are blended learning, participatory and social media-based learning strategies. Furthermore, it was also found that to support strategies that are directly related to learning, there needs to be supporting strategies that must be implemented. These supporting strategies are increasing human resources, developing an integrated curriculum, optimizing digital libraries, improving the quality of education, and digital media literacy. In general, the reason of the article authors presents this strategy is to make learning about Islam more interesting and attractive to the generation in this digital era.

Coordination in social learning: expanding the narrative on the evolution of social norms

A shared narrative in the literature on the evolution of cooperation maintains that social learning evolves early to allow for the transmission of cumulative culture. Social norms, whilst present at the outset, only rise to prominence later on, mainly to stabilise cooperation against the threat of defection. In contrast, I argue that once we consider insights from social epistemology, an expansion of this narrative presents itself: An interesting kind of social norm — an epistemic coordination norm — was operative in early and important instances of specialised social learning. I show how there’s a need for such norms in two key social learning strategies and explain how this need is constituted. In assessor-teaching (e.g. Castro et al., 2019b, 2021), epistemic coordination norms allow agents to coordinate around the content of social learning, i.e., what is to be known and how this is to be done. These norms also allow agents to coordinate around the form of cultural learning in what’s sometimes called strategic social learning (Laland, 2004; Hoppitt & Laland, 2013; Heyes, 2018, Chap. 5) and elsewhere. Broadly speaking, this concerns how cultural learning is organised within the social group. The upshot is that the evolution of social learning and social norms are intertwined in important and underappreciated ways from early on. The above matters as it informs our views about the evolution of social norms more generally. Truly social norms emerged to coordinate a plurality of complex behaviours and interactions, amongst them specialised social learning. I substantiate this view by contrasting it with Jonathan Birch’s views on the evolution of norms. What results is a general but cohesive narrative on the early evolution of social norms.

The forgotten adaptive social benefits of social learning in animals.

Theoretical and empirical scholars of cultural evolution have traditionally studied social learning strategies, such as conformity, as adaptive strategies to obtain accurate information about the environment, whereas within social psychology there has been a greater focus upon the social consequences of such strategies. Although these two approaches are often used in concert when studying human social learning, we believe the potential social benefits of conformity, and of social learning more broadly, have been overlooked in studies of non-humans. We review evidence from studies of homophily, imitation, and rapid facial mimicry that suggests that behaving like others affords social benefits to non-human animals and that behaviour matching may be deployed strategically to increase affiliation. Furthermore, we review studies of conformity in dispersers, and suggest that forgoing personal information or preferences in favour of those of the new group during immigration may be a strategy to facilitate social integration. We therefore propose that the informational and social functions of conformity apply to humans and animals alike. We use this perspective to generate several interesting research questions to inspire work in this field. For example, under what conditions do animals use informational or social conformity and what role does uncertainty play in social learning in immigrant individuals?

When should children copy their mothers’ food choices? Social learning strategies about foods

Social learning strategies guide individuals in deciding from whom to learn and when. Recent research on food learning has revealed that children adopt “who” strategies, but whether they used “when” strategies remained unclear. This study investigated 4- to 6-year-old children’s beliefs about “when” another child should copy their mother’s food choice. In Experiment 1, children (N = 24, 58% female) determined whether another child should adopt social or asocial learning when selecting food from among familiar or novel foods. In Experiment 2, children (N = 26, 57% female) determined whether another child should adopt social or asocial learning when selecting food in an environment with a low or high percentage of bad-tasting foods. Children responded that social learning should be adopted when selecting from among novel foods and in an environment with a high percentage of bad-tasting foods. These findings revealed that children employ two “when” strategies when making food choices.

Best Social Entrepreneurship Teaching and Learning Strategies for Promoting Students' Social Entrepreneurial Minds: A Scoping Review

This paper aims to explore the best teaching and learning strategies for promoting students' social entrepreneurial minds. At the initial stage, the scoping review draws from 198 secondary data from various works in the social entrepreneurship education context, including studies on education programs, curricular development, knowledge-acquiring mechanisms, and social entrepreneurial exploration processes. It also examines instructional methods and strategies that foster the development of potential social entrepreneur mindsets. Finally, 26 included papers present a Top-Down and Bottom-Up Approach, Experiential Learning, Action Learning, Community-Based Project, and Problem-Based Learning (PBL) as effective social entrepreneurship teaching and learning approaches to promote social entrepreneurial mindsets. The review concludes that a combination of all of the aforementioned teaching and learning strategies is among the top teaching approaches for effective social entrepreneurship education. The paper proposes that dynamic social entrepreneurship curricula and learning models that emphasize hands-on experience and experience-based learning can be effective strategies for promoting students' social entrepreneurial minds.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

Online impulsive buying in social commerce: A mixed-methods research

Building on social learning theory, we developed a model to examine how observational learning and reinforcement learning collectively determine online impulsive buying in social commerce. We empirically validated that both social learning processes can ultimately formulate impulsive buying with a mixed-methods approach, including a quantitative field survey and a qualitative semistructured interview in the same research inquiry. Our study contributes to the literature by offering a social learning perspective of online impulsive buying in social commerce. It provides practical guidance toward leveraging social learning strategies for promoting social commerce.

Learners’ Use of Pragmatic Learning Strategies Across Language Learning Experience and Gender: An Investigation Framed by Rebecca Oxford’s Taxonomy of Learning Strategies

Learners' acquisition of pragmatic competence in additional languages has received mounting attention since the 1990s. However, although studies on general learning strategies have proliferated since Oxford’s (1990) influential inventory was published, studies on pragmatic-specific learning strategies contributing to the acquisition of this competence are rare. To fill this research gap, the current study purported to inquire into the main pragmatic learning strategies used by English language learners across gender and language learning experience. To collect the data, 145 learners were interviewed. These participants' answers were audio-taped and transcribed. These extracted strategies were organized into six groupings of memory-related, cognitive, metacognitive, compensatory, social, and affective pragmatic learning strategies based on Cohen's (2005, 2010) pragmatic-specific categorization and Oxford's (1990) general language learning strategy classification. The analysis showed that those learners with longer experience used more pragmatic learning strategies; nonetheless, gender did result in great differences in employing these strategies. This study presents a new categorization for pragmatic learning strategies, which can be used for more effective pragmatic learning strategy teaching and learning.

Social Studies Learning Disciplinary Strategies in Elementary Schools

The purpose of writing this article is to understand the description of social studies learning discipline and strategies for creating social studies learning discipline in the school environment. The method used in this research is descriptive qualitative. Data was collected through interviews, observations and conclusions. Meanwhile, data analysis is carried out by reduction, interpretation and drawing conclusions. The research results show that in implementing social studies discipline learning strategies at SDN 1 Tonroge Sidrap, what is effective is not only about providing knowledge, but also creating learning experiences that are motivating and relevant for children. With a creative and engaging approach, we can help form a solid foundation for students' understanding and interest in Social Sciences

Social Learning Strategies in Children and Nonhuman Primates

Social learning strategies are profound for the survival of individuals. At the level of social strategies, human and other primates shared many similarities but also have differences between them. This article aim to gather previous studies about childrens collaborative learning approach and other primates social learning strategies, and compare their similarities and difference and discuss the causal information of the variability between children and primates. When different social learning techniques are linked to various incentives, both children and chimps can vary their social learning strategies. However, children are more adaptable than chimpanzees when it comes to selecting or changing their social learning strategies. Furthermore, orangutans did not exhibit the majority-based transmission, unlike toddlers and chimps, who both exhibit a tendency toward social conformity, or the tendency to do what the majority of other members of their social group do. It is suggested that all of the above-mentioned differences between young humans and apes are the result of socialization and cultural transmission.

Gender-Based Utilization of Indirect Language Learning Strategies Among Non-Native Arabic Speakers at a Malaysian Public University

This quantitative study aims to investigate the indirect language learning strategies among non-native Arabic speakers employed by 116 Universiti Teknologi MARA (UiTM) students who have enrolled in the Arabic Language course for one semester in the year 2022. Data collection for this study utilized the Strategies Inventory of Language Learning (SILL) questionnaire, developed by Oxford in 1990. Descriptive statistics were employed to discern the preferred prevailing indirect language learning strategies favoured by male and female students in the Arabic Language course. Additionally, the independent sample t-test was applied to scrutinise potential significant differences in the utilization of indirect learning strategies between male and female learners. The study’s findings underscore the prevalence of metacognitive strategies as the predominant learning approach among these students, with affective strategies and social strategies following closely in popularity. Furthermore, the mean scores for indirect learning strategy variables among both male and female learners suggest that there are no noteworthy distinctions in the application of metacognitive, cognitive, and social learning strategies during their Arabic language learning journey. Hence, the study recommends that social learning strategies can be considered as part of improving the Arabic learning language process.

Group Coordination Catalyzes Individual and Cultural Intelligence.

A large program of research has aimed to ground large-scale cultural phenomena in processes taking place within individual minds. For example, investigating whether individual agents equipped with the right social learning strategies can enable cumulative cultural evolution given long enough time horizons. However, this approach often omits the critical group-level processes that mediate between individual agents and multi-generational societies. Here, we argue that interacting groups are a necessary and explanatory level of analysis, linking individual and collective intelligence through two characteristic feedback loops. In the first loop, more sophisticated individual-level social learning mechanisms based on Theory of Mind facilitate group-level complementarity, allowing distributed knowledge to be compositionally recombined in groups; these group-level innovations, in turn, ease the cognitive load on individuals. In the second loop, societal-level processes of cumulative culture provide groups with new cognitive technologies, including shared language and conceptual abstractions, which set in motion new group-level processes to further coordinate, recombine, and innovate. Taken together, these cycles establish group-level interaction as a dual engine of intelligence, catalyzing both individual cognition and cumulative culture.

The Effect of Learning Strategies According to O’Malley and Chamot On The Learning Outcomes of Arabic Students

Arabic is often considered difficult by most students therefore an appropiate strategy is needed so that students do not find it difficult. In this case, the student learning strategy is one of components that must be considered carrefully by the teacher in improving student’s Arabic learning outcomes. Student learning strategies according to O’Malley and Chamot are divided in to 3 categories, namely metacognitive, cognitive, and affective social. The purpose of this research is to find out what strategies are used by student in learning, and the influence the student learning strategies on student learning outcomes of MAN 5 Kediri. This study used a quantitative method with an ex-post facto design. The population of this study was 230 students. While the number of samples is this study were 58 students. Sampling was determined by means of Random Sampling. The results of this study reveated that the learning strategies that were mostly used by students were cognitive strategies with an average score of 57,28. While student learning outcomes belong to the medium category. The effect of metacognitive learning strategies on learning outcomes was 4,8%, the effect of cognitive learning strategies on learning outcomes was 8,3%, and the effect of affective social learning strategies on learning outcomes was 7.1%.

Meet us where we are: non-Indigenous young peoples’ ideas on how to reduce alcohol-related harm in Mparntwe (Alice Springs)

ObjectiveThis research sought to understand the strategies young people in a remote central Australian town believed would reduce alcohol-related harms amongst their peers. MethodsA total of 38 non-Indigenous residents of Mparntwe (Alice Springs), aged between 14 and 18 years, participated in focus groups at their school. Participants discussed strategies they thought would reduce alcohol-related harms among people their age. Data were analysed using thematic analysis. ResultsParticipants suggested that young peoples’ drinking behaviour developed with peers. Through social learning in peer groups, drinking alcohol was perceived as fun and normal. Participants indicated a willingness to learn about strategies to stay safe around alcohol. Their ideas for doing so reflected their existing social methods of learning about alcohol: having comfortable conversations and storytelling with a small group of peers and a relatable role model. ConclusionsYoung residents of Mparntwe (Alice Springs) advised that alcohol-related harm reduction strategies would be most effective if focussed on safety, rather than abstinence, and applied social-learning strategies. Implications for Public HealthYoung people value their burgeoning self-determination. Youth health interventions must engage youth in intervention co-design and aim to assist young people to make safer decisions, rather than making decisions on their behalf.

The role of social reinforcement in norm transmission and cultural evolution

Work on cultural evolution, especially that of Boyd, Richerson, and Henrich, has said little about the role of reinforcement in cultural learning. This is surprising, for reinforcement is an old system, it is found across a diverse array of organisms, and it is a successful concept in various scientific disciplines. The main claim of this paper is that social forms of reinforcement play a role in cultural evolution. More specifically, I argue that starting early in human history, social approval and disapproval of behavior function as reinforcers and punishers; approval and disapproval thereby start a process whereby norms are transmitted. After giving arguments for these claims, I discuss work on social learning strategies—cultural rules specifying who to learn from and how to learn from them (Heyes in Philos Trans R Soc 371(1693):1–8, 2016. https://doi.org/10.1098/rstb.2015.0369). I suggest that the account I develop here can help explain the connection between these learning rules and cultural evolution. I illustrate this point with recent work on divination practices (Hong and Henrich in Hum Nat 32:622–651, 2021. https://doi.org/10.1007/s12110-021-09408-6). My account proposes that forms of social reinforcement can explain the spread and persistence of divination practices. Besides addressing the central question (a role for reinforcement in cultural evolution), my account indirectly touches on developing themes in cultural evolution, namely, normative psychology (Heyes in Perspect Psychol Sci, 2023; Birch Biol Philos 36:4, 2021. https://doi.org/10.1007/s10539-020-09777-9).

A Study of Autonomous Learning Strategies Implemented by Members of Indonesia English Community

Autonomous learning is extremely important because it helps students promote independency, self-awareness, determination, and adaptability in technology employment in learning. The aim of this study is to describe the learning strategies of each autonomous learning level among members of the English Conversation club and to inquire about their outcomes in the form of speaking fluency. Therefore, this study case study research design to find patterns and connections, and inquire phenomena in depth. The results show that the advanced and intermediated level participants employ a metacognitive strategy which helped them to plan, monitor, and evaluate their learning, additionally, they displayed a high level of speaking fluency as the outcome of the strategy they employed. The beginner level employed a social mediation learning strategy and showed less autonomous learning activity but still had high speaking fluency, probably due the language aptitude. Whereas the emerging level participant employ a social mediation learning strategy and showed less autonomous activity, he displayed a low level of fluency. Participants with advanced, intermediated, and beginner level possess intrinsic motivation which helps them with their consistency and improvement. This study helps to understand the relationship between autonomous learning strategies, autonomous level, and speaking fluency outside of the classroom. It provides evidence that metacognitive strategy can lead to speaking fluency improvement and intrinsic motivation. Educators should develop teaching methods that promote the development of independent learning skills and intrinsic motivation in students.

How do Lithuanian EFL students learn vocabulary?

Abstract Vocabulary is an essential part of any language. The study discussed in this article intended to explore how Lithuanian EFL (English as a Foreign Language) students studying English at Vytautas Magnus University in Kaunas, Lithuania, learn English vocabulary. To achieve the set aim, the following research questions were raised to answer: 1) Which vocabulary learning strategies (VLS) do the students use the most while studying English as a foreign language? 2) Which VLS do the students use the least while studying English as a foreign language? The study was carried out in 2023 using 31 open and closed questions in an online questionnaire that the students were asked to voluntarily fill in. The questions were based on the earlier done literature review distinguishing cognitive, social, and metacognitive vocabulary learning strategies. The students were not familiarised with the terminology of the strategies, but it was hoped that the described strategies in the given questions would also serve as useful information that the students could use while learning vocabulary in the future (if they had never used them before). As the study was both quantitative and qualitative, the latter data was processed using thematic grouping, content and descriptive analysis. The findings reveal interesting vocabulary learning preferences. Some of the VLS are used incidentally and occasionally (e.g., paraphrasing and placing words in sentences) while some others intentionally and frequently (e.g., guessing from the context or oral and written repetition).

Defining Active Learning: A Restricted Systemic Review

What is active learning? While active learning has been demonstrated to have positive impacts on student learning and performance, defining the concept has been elusive. Previous research examining active learning definitions in STEM fields found that the vast majority of published articles did not define active learning, and those that did defined active learning as interacting, engaging, or not lecturing. The current research extends this STEM-focused work by examining both social science and STEM science publications. A restricted systematic review of literature was conducted using the SCOPUS database, resulting in 547 relevant articles focused on active learning from 2017 to 2022. An examination of the articles indicated that 71% of the reviewed articles did not define active learning and that the instructional strategies most often cited as fostering active learning emphasized social interactive learning strategies (e.g., small groups, team-based learning, discussion, and cooperative learning), as well as critical thinking strategies (e.g., problem-based learning, case-based learning, and inquiry-based learning). In addition, an in-depth qualitative analysis of the 161 definitions provided within the articles yielded three main emergent themes: (a) active learning is defined as grounded in student-centered constructivist theory, (b) active learning is defined as promoting higher-order thinking and deep learning, and (c) active learning is defined as an instructional strategy involving activity, participation, and engagement. Given these main findings, a representative definition was created: Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking.

Optimal Aggregation Strategies for Social Learning Over Graphs

Adaptive social learning is a useful tool for studying distributed decision-making problems over graphs. This paper investigates the effect of combination policies on the performance of adaptive social learning strategies. Using large-deviation analysis, it first derives a bound on the steady-state error probability and characterizes the optimal selection for the Perron eigenvectors of the combination policies. It subsequently studies the effect of the combination policy on the transient behavior of the learning strategy by estimating the adaptation time in the low signal-to-noise ratio regime. In the process, it is discovered that, interestingly, the influence of the combination policy on the transient behavior is insignificant, and thus it is more critical to employ policies that enhance the steady-state performance. The theoretical conclusions are illustrated by means of computer simulations.

Classification and Recognition of Goat Movement Behavior Based on SL-WOA-XGBoost

Aiming at the problem of time-consuming, labor-intensive, and low-accuracy monitoring of goat motion behavior (lying, standing, walking, and running) while relying on the three-axis acceleration sensor and taking the acceleration data obtained from the goat back collection point as the research object, a method based on social learning (SL) is proposed using the Whale Optimization Algorithm (WOA) and XGBoost for goat motion behavior recognition. In this method, the XGBoost parameters are optimized by the WOA combined with social learning strategies to improve the classification and recognition accuracy. The results show that the recognition rate of lying behavior was as high as 97.14%, and the average recognition rate of the four movement behaviors was 94.42%, meeting the requirements of goat motion behavior recognition. Compared with the conventional XGBoost algorithm, the average recognition rate was increased by 3.41% and the recognition accuracy was improved. The results of this study can provide a reference for goat health assessment and intelligent disease warning.