Instructors' Perspectives on Individual and Social Learning: A Cognitive and Behavioral Approach

Most existing studies on social learning focus primarily on social influences, with limited attention given to cognitive, humanistic, and behavioral factors. This study explores the impact of cognitive and behavioral factors on both individual and social learning based on instructors' opinions. Drawing from previous research, three categories of cognitive learning factors including cognitive capabilities, organization of teaching materials, and prior knowledge, and two categories of behavioral factors including assignments and activities, and reinforcement, are identified. To gather data, interviews and focus group discussions were conducted to capture instructors' views on how these factors influence individual and social learning. The findings reveal that instructors consider analytical, reasoning, and synthesis abilities to be more critical than memorization skills. Additionally, social and cultural backgrounds significantly shape learners' broader learning styles. Properly organized teaching materials and a conducive classroom environment were seen as enhancing student learning, while the use of Information and Communication Technologies (ICT) in teaching had both positive and negative impacts. Furthermore, appropriate prior individual knowledge was found to facilitate learning, while shared group knowledge promoted peer-to-peer learning. The instructors all agreed that both individual and group assignments provided opportunities not only for the students to apply theories in practice, but also for instructors to check how well the students learn these theories. They also thought that the rewards reinforcements for students worked better than punishments. This study provides a comprehensive analysis of instructors' insights into the cognitive and behavioral influences on individual and social learning, offering valuable implications for improving educational practices.