Social Learning Theory Case Study

The social learning theory posits that people learn by observing others performing a task and model the behavior. This learning theory is relevant to my teaching initiative because students will observe the procedure of catheter insertion, and removal and will be expected to perform the process. Thus, the social cognitive theory states that new experiences are learner by observation and emulation. According to Hill, Son and West (2009) analyzed the social learning theory and how it can be used for online learning. The study explores Web-Based Learning Environment in which learners interact with each other online. The study report that online learner interactions were engaging with each other leading to a more cohesive learning community.

The game was named “So You Want to Be an Educator” was implemented by graduate students in nursing education. The study evaluated the student pre and posted evaluation to obtain information related to knowledge retention and satisfaction with the use of gaming in the class. The study concludes that students prefer the use of games as a teaching strategy to assist in preparation for examination (Hahn & Bartel, 2014). Miller and Metz (2014), investigated and compared the perception of the active learning process between students who were exposed to the active learning process in the classroom and members who relied on the lecture as their primary teaching strategy. The study concludes that 89% of students who engages in the active learning process through gaming in the classroom predicted favorable results in the students’ performances and motivated to learn the content. Both of these studies support the teaching initiative by incorporating games in the class enhances learning and keep students

Furthermore, the study suggests that role-playing helps the participant to gain skills in communication and psychomotor skills. The study was conducted in four different learning application: the first in a multicultural educational course whereby students took on the role of minorities. The second was in a leadership course in childhood educational history classroom, which provided simulation on World Wars One and Two. The third was in mathematics for teacher’s class where students were simulated experiences. The fourth was in a childhood education course where student’s role play management skills. The study concludes that in each discipline the students using role-playing have attained their skills and competency. A brief debriefing survey was administered to the participants in the role-playing asking them if they would recommend role-playing to students and the general comments were yes that it is an efficient way to gain skills. Therefore, role-playing supports my teaching initiative because it builds collaboration and clinical