Socio-Environmental Learning Model
Abstract
This paper examined the socio-environmental factors that affect learning based on the concept that students learn best in a mutually supportive environment where they have contact with effective teachers. The main goal was to develop a learning model taking into consideration the underlying factors that affect optimum learning. The factors were [1] the average number of effective teachers per student, [2] amount of contact time between the students and effective teachers, and [3] the amount of time spent for studying per student. A simulation was done to imitate the real-life interaction between the students and effective teachers using the AIDS model from the NetLogo software - multi-agent programmable modeling environment. In the model, the virus was translated as 'effective teachers' and the infection caused by the virus as the 'learning gained' by the students. Results show that the average learning rate a student acquires is 84% when there is a [1] greater number of effective teachers a student is in contact with, and [2] high amount of study time, even if the student has a low amount of contact time with effective teachers. It proposed that when students are exposed to effective teachers at a high rate then these students are able to receive optimal learning.
Keywords:
Socio-environmental learning model, NetLogo software, effective teachers, factors, optimal learning
References
Allwright, D., & Hanks, J. (2009). The developing language: An introduction to exploratory practice. London: Palgrave MacMillan.
Baldwin, T. T., & Ford, J. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.Bandura, A. (1977). Social learning theory, General Learning Press.
Bussey, K. (1999). Social cognition theory of gender development and differentiation. Psychological Review. 106 (4). 676-713.
Darley-Hammond, L. (2010). America’s commitment to equity will determine our future. Kappan.
Del Rosario, B. (2009). Science and technology society and environment approach in environmental science for science students in a local culture.
Ford, J. K., & Weissbein, D.A. (1997). Transfer of training. An update review and analysis. Performance Improvement Quarterly 10, 22-41.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall.
Lavy, V. (2015). Do differences in schools’ instruction time explain international achievement gaps? Evidence from developed and developing countries. The Economic Journal, 125 (588). F397-F424.
Lefrancois, G. (2000). Theories of human learning. Belmont. CA: Wadsworth, Division of Thompson Learning.
Noe, R.A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39, 497-523.
Rouillier, J. Z., & Bernstein, I. L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4, 377-390.
Stronge, J.H., Tucker, P.D., & Hindman, J.L., (2004). Handbook for qualities of effective teachers. Association for Supervision and Curriculum Development, Alexandria. VA. 2311-1714.
Sugiyanto, M. (2008). Definition and types of learning model.
Vassileva, J. (2009). Towards social learning environments, IEEE Translation on Learning Technologies. 1, (4).
Baldwin, T. T., & Ford, J. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.Bandura, A. (1977). Social learning theory, General Learning Press.
Bussey, K. (1999). Social cognition theory of gender development and differentiation. Psychological Review. 106 (4). 676-713.
Darley-Hammond, L. (2010). America’s commitment to equity will determine our future. Kappan.
Del Rosario, B. (2009). Science and technology society and environment approach in environmental science for science students in a local culture.
Ford, J. K., & Weissbein, D.A. (1997). Transfer of training. An update review and analysis. Performance Improvement Quarterly 10, 22-41.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice Hall.
Lavy, V. (2015). Do differences in schools’ instruction time explain international achievement gaps? Evidence from developed and developing countries. The Economic Journal, 125 (588). F397-F424.
Lefrancois, G. (2000). Theories of human learning. Belmont. CA: Wadsworth, Division of Thompson Learning.
Noe, R.A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39, 497-523.
Rouillier, J. Z., & Bernstein, I. L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development Quarterly, 4, 377-390.
Stronge, J.H., Tucker, P.D., & Hindman, J.L., (2004). Handbook for qualities of effective teachers. Association for Supervision and Curriculum Development, Alexandria. VA. 2311-1714.
Sugiyanto, M. (2008). Definition and types of learning model.
Vassileva, J. (2009). Towards social learning environments, IEEE Translation on Learning Technologies. 1, (4).
