Adult Learning Theory
Adult Learning Theory:
Sociocultural Learning Theory
Thomas Condon
American Military University
Charlestown, WV
Alvina Alexander
9/27/2009
Introduction Since teachers and researchers first stumbled upon the benefits of utilizing sociocultural connections to enhance the learning of adults, many papers have been published on the subject. Early theories viewed learning as a solely cognitive process, taking place in the mind of the learner. These theories made the assumption that knowledge and skills existed in the mind of the individual. They gave no credit to the importance of context, and assumed learning was solely the acquisition of concepts and skills. Proponents of the sociocultural theory of learning introduced a new way to view adult learning. It was seen as a personal process that included the social and cultural contexts which shape what an adult learns. These contexts also influence what the adult chooses to learn and how he or she learns it. These theories are based on the works of Vygotsky, who introduced the notion that social experiences not only shape the ways that students think about their world but also how they interpret it. Although sociolultural theory is based on research which dates back for decades, recent studies have linked these theories with uses of new technologies. These new technologies enable a new type of social interaction, the use of Computer-Mediated Communication, which will aid the learning of adults today and in the future. This new type of learning makes use of new tools such as classroom webpages, emails, blogging, texting, and even tweets.
Why Sociocultural Learning Works
Vygotsky's theoretical contributions date back to the 1930’s. Vygotsky developed the sociocultural theory, which is the foundation of many different curricula and teaching strategies. His theories are widely known among educational theorists. Sociocultural theory is also credited with influencing the development of the
Sociocultural Learning Theory
Thomas Condon
American Military University
Charlestown, WV
Alvina Alexander
9/27/2009
Introduction Since teachers and researchers first stumbled upon the benefits of utilizing sociocultural connections to enhance the learning of adults, many papers have been published on the subject. Early theories viewed learning as a solely cognitive process, taking place in the mind of the learner. These theories made the assumption that knowledge and skills existed in the mind of the individual. They gave no credit to the importance of context, and assumed learning was solely the acquisition of concepts and skills. Proponents of the sociocultural theory of learning introduced a new way to view adult learning. It was seen as a personal process that included the social and cultural contexts which shape what an adult learns. These contexts also influence what the adult chooses to learn and how he or she learns it. These theories are based on the works of Vygotsky, who introduced the notion that social experiences not only shape the ways that students think about their world but also how they interpret it. Although sociolultural theory is based on research which dates back for decades, recent studies have linked these theories with uses of new technologies. These new technologies enable a new type of social interaction, the use of Computer-Mediated Communication, which will aid the learning of adults today and in the future. This new type of learning makes use of new tools such as classroom webpages, emails, blogging, texting, and even tweets.
Why Sociocultural Learning Works
Vygotsky's theoretical contributions date back to the 1930’s. Vygotsky developed the sociocultural theory, which is the foundation of many different curricula and teaching strategies. His theories are widely known among educational theorists. Sociocultural theory is also credited with influencing the development of the