Journal articles: 'Social Learning'

1

Stuart, Roger. "Social Learning." Management Decision 24, no. 6 (June 1986): 32–35. http://dx.doi.org/10.1108/eb001422.

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Yang, Qiang, Zhi-Hua Zhou, Wenji Mao, Wei Li, and Nathan Nan Liu. "Social Learning." IEEE Intelligent Systems 25, no. 4 (July 2010): 9–11. http://dx.doi.org/10.1109/mis.2010.103.

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AKERS, RONALD L. "Social Learning and Social Structure:." Theoretical Criminology 3, no. 4 (November 1999): 477–93. http://dx.doi.org/10.1177/1362480699003004007.

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4

Heyes, Cecilia. "What's social about social learning?" Journal of Comparative Psychology 126, no. 2 (2012): 193–202. http://dx.doi.org/10.1037/a0025180.

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Zakharov, Alexei, and Oxana Bondarenko. "Social status and social learning." Journal of Behavioral and Experimental Economics 90 (February 2021): 101647. http://dx.doi.org/10.1016/j.socec.2020.101647.

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Kafadar, Tugba, and Bayram Tay. "Learning strategies and learning styles used by students in social studies." International Journal of Academic Research 6, no. 2 (March 30, 2014): 259–67. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.39.

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Hyysalo, Sampsa. "Learning for learning economy and social learning." Research Policy 38, no. 5 (June 2009): 726–35. http://dx.doi.org/10.1016/j.respol.2009.01.003.

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Bordignon, Virginia, Vincenzo Matta, and Ali H. Sayed. "Adaptive Social Learning." IEEE Transactions on Information Theory 67, no. 9 (September 2021): 6053–81. http://dx.doi.org/10.1109/tit.2021.3094633.

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Eaude, Tony. "Learning social literacy." International Journal of Children's Spirituality 26, no. 4 (October 2, 2021): 251–53. http://dx.doi.org/10.1080/1364436x.2021.2013413.

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Laland, Kevin N. "Social learning strategies." Animal Learning & Behavior 32, no. 1 (February 2004): 4–14. http://dx.doi.org/10.3758/bf03196002.

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Mescher, Marcus. "Catholic Social Learning." Journal of Catholic Social Thought 9, no. 1 (2012): 197–99. http://dx.doi.org/10.5840/jcathsoc20129113.

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12

Mossel, Elchanan, Manuel Mueller-Frank, Allan Sly, and Omer Tamuz. "Social Learning Equilibria." Econometrica 88, no. 3 (2020): 1235–67. http://dx.doi.org/10.3982/ecta16465.

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We consider a large class of social learning models in which a group of agents face uncertainty regarding a state of the world, share the same utility function, observe private signals, and interact in a general dynamic setting. We introduce social learning equilibria, a static equilibrium concept that abstracts away from the details of the given extensive form, but nevertheless captures the corresponding asymptotic equilibrium behavior. We establish general conditions for agreement, herding, and information aggregation in equilibrium, highlighting a connection between agreement and information aggregation.

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Niehaus, Paul. "Filtered Social Learning." Journal of Political Economy 119, no. 4 (August 2011): 686–720. http://dx.doi.org/10.1086/662627.

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KROHN, MARVIN D. "Social Learning Theory:." Theoretical Criminology 3, no. 4 (November 1999): 462–76. http://dx.doi.org/10.1177/1362480699003004006.

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15

Arieli, Itai, and Manuel Mueller-Frank. "Multidimensional Social Learning." Review of Economic Studies 86, no. 3 (June 7, 2018): 913–40. http://dx.doi.org/10.1093/restud/rdy029.

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16

Matarić, Maja J. "Learning social behavior." Robotics and Autonomous Systems 20, no. 2-4 (June 1997): 191–204. http://dx.doi.org/10.1016/s0921-8890(96)00068-1.

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17

Zentall, Thomas R. "Social learning mechanisms." Interaction Studies 12, no. 2 (July 21, 2011): 233–61. http://dx.doi.org/10.1075/is.12.2.03zen.

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Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation (the copying of a response that the observer cannot easily see when it produces the response). Three procedures are examined, the results of which may qualify as opaque imitation: the bidirectional control procedure, the two- action procedure, and the do-as-I-do procedure. Variables that appear to affect the emergence of opaque imitation are identified and other complex forms of response copying are discussed. Keywords: bidirectional control procedure; contagion; emulation; imitation; local enhancement; object movement reenactment; observational conditioning; opaque imitation; social enhancement; social facilitation; social influence; social learning; stimulus enhancement; two action procedure

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Hanna, Richard C., Victoria L. Crittenden, and William F. Crittenden. "Social Learning Theory." Journal of Marketing Education 35, no. 1 (January 31, 2013): 18–25. http://dx.doi.org/10.1177/0273475312474279.

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19

Blair, Jo Ellen. "Social Learning Theory." AAOHN Journal 41, no. 5 (May 1993): 245–49. http://dx.doi.org/10.1177/216507999304100506.

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20

Stuckey, Barbie, and Stan Jones. "Learning Social Responsibility." Cornell Hotel and Restaurant Administration Quarterly 37, no. 1 (February 1996): 10. http://dx.doi.org/10.1177/001088049603700101.

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21

Thyer, Bruce A., and Laura L. Myers. "Social Learning Theory." Journal of Human Behavior in the Social Environment 1, no. 1 (January 1998): 33–52. http://dx.doi.org/10.1300/j137v01n01_03.

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22

Gershman, Samuel J., and Mina Cikara. "Social-Structure Learning." Current Directions in Psychological Science 29, no. 5 (July 27, 2020): 460–66. http://dx.doi.org/10.1177/0963721420924481.

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Social-structure learning is the process by which social groups are identified on the basis of experience. Building on models of structure learning in other domains, we formalize this problem within a Bayesian framework. According to this framework, the probabilistic assignment of individuals to groups is computed by combining information about individuals with prior beliefs about group structure. Experiments with adults and children provide support for this framework, ruling out alternative accounts based on dyadic similarity. More broadly, we highlight the implications of social-structure learning for intergroup cognition, stereotype updating, and coalition formation.

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Herrera, Helios, and Johannes Hörner. "Biased social learning." Games and Economic Behavior 80 (July 2013): 131–46. http://dx.doi.org/10.1016/j.geb.2012.12.006.

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24

Welton, Michael. "Social Revolutionary Learning: The New Social Movements As Learning Sites." Adult Education Quarterly 43, no. 3 (September 1993): 152–64. http://dx.doi.org/10.1177/0741713693043003002.

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25

Ravenscroft, A., S. Warburton, S. Hatzipanagos, and G. Conole. "Designing and evaluating social media for learning: shaping social networking into social learning?" Journal of Computer Assisted Learning 28, no. 3 (May 16, 2012): 177–82. http://dx.doi.org/10.1111/j.1365-2729.2012.00484.x.

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26

Hestiningtyas, Widya, Nurdin Nurdin, Pujiati Pujiati, and Erlina Rufaidah. "Penggunaan E-Learning pada Guru Ekonomi di Bandar Lampung." SOCIAL PEDAGOGY: Journal of Social Science Education 1, no. 2 (December 4, 2020): 110. http://dx.doi.org/10.32332/social-pedagogy.v1i2.2739.

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Pembelajaran merupakan sebuah proses yang menjadi kunci tercapainya tujuan belajar. Apabila proses pembelajaran yang dilakukan baik maka hasil belajar akan baik.. Agar pembelajaran berjalan dengan baik guru perlu mempersiapkan sumber, media, model, metode dan teknik pembelajaran yang disajikan dalam perangkat pembelajaran. Namun, saat keadaan seperti saat ini yang dilanda pandemi kegiatan belajar mengajar tidak bisa dilaksanakan dengan tatap muka, untuk itu pembelajaran dalam jaringan menjadi suatu pilihan. Melalui pelatihan E-Learning diharapkan guru memiliki kemampuan dan dapat melaksanakan pembelajaran dengan metode e learning. Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan e learning terhadap pemahaman dan keterampilan pembelajaran e learning. Metode yang digunakan adalah deskriptif kuantitatif. Sampel dalam penelitian ini adalah guru-guru ekonomi di Bandar Lampung yang berjumlah 16 orang. Hasil penelitian menemukan bahwa adanya pengaruh positif dan signifikan setelah mengikuti pelatihan e learning terhadap pemahaman dan keterampilan dalam penggunaan metode pembelajaran e learning.

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27

Rohayati, Yetti, Nur Yana, and Apriyanda Kusuma Wijaya. "Pengaruh Penggunaan Media Pembelajaran Aplikasi Canva Terhadap Hasil Belajar Siswa di SMPN 2 Susukanlebak." SOCIAL PEDAGOGY: Journal of Social Science Education 3, no. 2 (January 2, 2023): 241. http://dx.doi.org/10.32332/social-pedagogy.v3i2.5381.

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The purpose of this study was to determine: (1) the reflective experience of students using Canva application learning media (2) the effect of using Canva application learning media in the experimental class (3) differences in learning outcomes between students using Canva application learning media and students using media printed book. The results of this study show that based on the number of Likert scale calculations, students' experiences after using the Canva application learning media got results of 1% strongly disagree (STS), 2% disagree (TS), 5% doubtful, 45% Agree (S), 47% strongly agree (SS) in the Likert scale percentage, which is in the sufficient category because the average score of 4.18 (41%) is in the range of 40% - 59.99% = Enough. Based on the T test for the variable use of learning media (X) on learning outcomes (Y) shows a significance value of 0.000, the value is smaller than 0.05 (0.00 <0.05). So the decision taken is H0 is rejected, Ha is accepted, that there is a significant effect of using Canva application learning media. Based on the Independent T test that has been carried out by the researcher, the significance value is 0.000, the value is smaller than 0.05 (0.00 <0.05). So the decisions taken there are differences in learning outcomes between the experimental class and the control class

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28

Wallace, Albin. "Social Learning Platforms and the Flipped Classroom." International Journal of Information and Education Technology 4, no. 4 (2014): 293–96. http://dx.doi.org/10.7763/ijiet.2014.v4.416.

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29

TÂRNOVEANU, Mirela A., and Monica A. P. PURCARU. "SOCIAL LEARNING AND THE STUDY OF QUADRILATERALS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 439–46. http://dx.doi.org/10.19062/2247-3173.2018.20.59.

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30

Afrah, Aulia. "pengaruh Pengaruh Strategi Active The Learning Cell Berbantuan Media Kartu Terhadap Hasil Belajar IPS Di Smp Negeri 1 Gempol Kabupaten Cirebon." SOCIAL PEDAGOGY: Journal of Social Science Education 3, no. 2 (January 2, 2023): 265. http://dx.doi.org/10.32332/social-pedagogy.v3i2.5452.

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This study aims to determine the effect of social science learning outcomes on students when an active the learning cell learning strategy is applied using card media in class VII at SMP Negeri 1 Gempol, Cirebon Regency, for the academic year 2021/2022. This type of research is quasi-experimental. The research population consisted of 64 students consisting of class VII A to VII G. Sampling was determined using purposive sampling and the selected ones were VII A (as the control class) and class VII B (as the experimental class). The research data was obtained using a questionnaire instrument that included how to apply the steps of the active the learning cell strategy with the aid of card media, along with pre-test and post-test research instruments to determine student learning outcomes. From the results of the study, it is known that in the distribution of the questionnaire the application of the active the learning cell strategy got an average score of 91.75%. The score of 91.75% is in the "very good" criteria. so that the implementation of the active the learning cell strategy steps with the help of card media goes very well. The average pre-test value of the experimental class before treatment was 47.97 and the average post-test value of the experimental class after being given treatment was 81.97. The average score for the control class is 49.03 and the average post-test score for the control class is 73.66. Thus, when viewed from the post test scores of the two classes, the experimental class using the active the learning cell strategy is more effective in improving students' social studies learning outcomes. And based on the results of the paired sample t test to determine the effect of student learning outcomes, the sig value of 000.0 <0.05 means Ha is rejected and H0 is accepted. So it can be said that there are differences in the learning outcomes of the two classes. This means that there is an influence on learning outcomes by using the active the learning cell strategy.

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31

Howorth, Carole, Susan M. Smith, and Caroline Parkinson. "Social Learning and Social Entrepreneurship Education." Academy of Management Learning & Education 11, no. 3 (September 2012): 371–89. http://dx.doi.org/10.5465/amle.2011.0022.

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32

Koutsouris, A., and D. Papadopoulos. "What is social about social learning?" Journal of Agricultural Education and Extension 9, no. 2 (June 2003): 75–82. http://dx.doi.org/10.1080/13892240385300121.

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33

Nielsen, Mark. "The social motivation for social learning." Behavioral and Brain Sciences 31, no. 1 (February 2008): 33. http://dx.doi.org/10.1017/s0140525x0700324x.

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AbstractThrough the second year, children's copying behaviour shifts from a focus on emulating to a focus on imitating. This shift can be explained by a change in focus from copying others to satisfy cognitive motivations to copying in order to satisfy social motivations. As elegant and detailed as the shared circuits model (SCM) is, it misses this crucial, motivation-based feature of imitation.

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34

Gweon, Hyowon. "Inferential social learning: cognitive foundations of human social learning and teaching." Trends in Cognitive Sciences 25, no. 10 (October 2021): 896–910. http://dx.doi.org/10.1016/j.tics.2021.07.008.

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35

Westoby, Peter, and Kristen Lyons. "The Place of Social Learning and Social Movement in Transformative Learning." Journal of Transformative Education 15, no. 3 (March 10, 2017): 223–40. http://dx.doi.org/10.1177/1541344617696970.

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This article analyses the sustainability school (SS) program of the National Association of Professional Environmentalists (NAPE), Uganda. The focus is on how the social network, enabled by the SS program, fosters social and transformative learning. The significance of this approach to community-based education for social change, including in the context of resource conflict and displacement, is considered. Findings focus on the local-level impacts of the program, including the ways in which collective and community organizing, and educational methodology shape both social and transformative learning. Discussion considers the importance of not only the “social” element of transformative learning but the need—within conflict and dangerous contexts—to link the social explicitly to building organization and a social movement that provides a structural container for people to engage in critical thinking and social action.

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36

Balakrishnan, Vimala. "Learning via a Social Media Enabled Tool – Do Learning Styles Make a Difference?" International Journal of Information and Education Technology 6, no. 1 (2016): 35–38. http://dx.doi.org/10.7763/ijiet.2016.v6.654.

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37

Ansori, Isa, Indah Muslimatun Dewi, Farid Ahmadi, Fathurrahman a, and Intan Permata Hapsari. "The Correlation of Learning Dependence and Creativity with Learning Achievement in Social Science." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1011–18. http://dx.doi.org/10.37200/ijpr/v23i4/pr190429.

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38

Pathan, Habibullah, Marta Szczepaniak, Ayesha Sohail, Quratul Ain Mirza, and Ilahi Bux. "Support for learning social, emotional and behavioral difficulties." International Journal of Academic Research 6, no. 1 (January 30, 2014): 42–46. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.6.

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39

P, Dinesh, Aakash Prabhu P, and Rajaesh Kanna R. "Modeling of Social Distancing Detection UsingDeep Learning Approach." International Journal of Research Publication and Reviews 4, no. 5 (May 4, 2023): 1646–52. http://dx.doi.org/10.55248/gengpi.234.5.40503.

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40

M, Mahendra, Y. Divya Sai Prasanna, C. Akhila, K. Janaki, P. Kedeswar Reddy, and P. Bhanu Prakash Sai. "Idea Lab – Social Networking Site for Collaborative Learning." International Journal of Research Publication and Reviews 4, no. 4 (April 8, 2023): 2214–17. http://dx.doi.org/10.55248/gengpi.2023.4.4.35798.

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41

Erbay, Gunes. "NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS." Global Journal of Humanities and Social Sciences 03, no. 03 (March 1, 2024): 01–07. http://dx.doi.org/10.55640/gjhss-social-326.

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This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging teaching methods, and personalized learning approaches. Understanding the dynamics of these challenges and strategies can inform educators and policymakers in developing targeted interventions to enhance mathematical learning experiences for eighth-grade students.

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42

Gavaldon-Hernandez, Guillermina, and Diego Azqueta. "E-LEARNING, VIRTUAL LEARNING AND SOCIAL CAPITAL." PEOPLE: International Journal of Social Sciences 3, no. 2 (October 13, 2017): 1298–308. http://dx.doi.org/10.20319/pijss.2017.32.12981308.

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43

Weissberg, Roger P., and Jason Cascarino. "Academic Learning + Social-Emotional Learning = National Priority." Phi Delta Kappan 95, no. 2 (October 2013): 8–13. http://dx.doi.org/10.1177/003172171309500203.

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44

Heyes, Cecilia. "When does social learning become cultural learning?" Developmental Science 20, no. 2 (November 6, 2015): e12350. http://dx.doi.org/10.1111/desc.12350.

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45

Yang, Guang-Zhong, Paolo Dario, and Danica Kragic. "Social robotics—Trust, learning, and social interaction." Science Robotics 3, no. 21 (August 22, 2018): eaau8839. http://dx.doi.org/10.1126/scirobotics.aau8839.

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46

Zhang, Min. "Non-monotone social learning." Journal of Economic Behavior & Organization 185 (May 2021): 565–79. http://dx.doi.org/10.1016/j.jebo.2021.03.009.

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47

Husaj, Shqipe. "Social Emotional Learning (SEL)." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 168. http://dx.doi.org/10.26417/ejms.v1i3.p168-171.

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Being in an environment for the first time, meeting strange people is not easy and simple for everyone. Some people need help in controlling its own emotions or the others emotions and feelings. This help can come from the parents at home, teachers and classmates at school or colleagues at working place. The aim of this paper is to discuss the importance of Social Emotional Learning ( SEL), its competences, skills involved in it etc. As SEL helps develop understanding and empathy, in this paper we will discuss the importance of empathy and some tips how to develop it.

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48

Glaeser, Edward L., and Cass R. Sunstein. "Extremism and Social Learning." Journal of Legal Analysis 1, no. 1 (January 1, 2009): 263–324. http://dx.doi.org/10.4159/jla.v1i1.10.

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49

Voeller, Kytja K. S. "Social-Emotional Learning Disabilities." Psychiatric Annals 21, no. 12 (December 1, 1991): 735–41. http://dx.doi.org/10.3928/0048-5713-19911201-09.

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50

Mok, Magdalena Mo Ching. "Social and emotional learning." Educational Psychology 39, no. 9 (August 30, 2019): 1115–18. http://dx.doi.org/10.1080/01443410.2019.1654195.

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Journal articles on the topic 'Social Learning'

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