Foundations of Social Learning: Key Theories and Their Relevance in Remote Work

Table of Contents

This is the last of the 3-part post series about social learning. A while ago, I also wrote a post about social learning in remote working: https://www.goodhill.fi/rocktheremote/social-learning-culture-in-remote-working/. A highly interesting topic for me. After researching the theme, I got curious about what aspects there are that affect the social learning theme.

Social learning, which focuses on teamwork, learning from others, and sharing knowledge, is essential for effective remote working. In this post, I’ll explore the foundations of social learning and discover how different theories related to social learning apply in the context of remote work.

Theories Underlying Social Learning

Several social learning theories can be applied to the context of remote working and learning within teams. These theories explain how people learn from one another, shape behaviors, and create collaborative learning environments. Here’s a short breakdown of key theories and their relevance to remote teams.

1. Bandura’s Social Learning Theory

Developed by Albert Bandura, this theory emphasizes that people learn through observation, imitation, and modeling. It involves attention, retention, reproduction, and motivation.

In a remote working environment, employees observe their colleagues’ behavior in virtual meetings, online communication, and collaborative tools. Learning happens through digital interactions, where team members model behaviors, problem-solving techniques, and communication styles. Managers and leaders can set examples for effective collaboration and productivity that others follow.

2. Situated Learning Theory (Lave and Wenger)

This theory, introduced by Jean Lave and Etienne Wenger, posits that learning occurs in a social context and is closely tied to the community in which it takes place. People learn through participation in “communities of practice.”

In remote work, communities of practice can form within virtual environments. Learning becomes an integrated part of everyday interactions within the team. For example, regular team meetings, virtual coworking sessions, or collaborative platforms like Slack can foster a shared learning experience, where employees solve problems collectively.

3. Constructivist Learning Theory

Constructivist theory, attributed to thinkers like Piaget and Vygotsky, argues that people construct knowledge through their experiences and social interactions. Learning is an active, contextualized process of constructing meaning rather than passively receiving information.

Constructivist learning can be applied to remote teams by emphasizing collaborative projects, where team members actively engage in problem-solving, sharing insights, and building knowledge together through experience. Tools like shared documents, brainstorming sessions, and online forums help facilitate this learning process.

4. Connectivism (Siemens and Downes)

Connectivism is a learning theory for the digital age, developed by George Siemens and Stephen Downes. It suggests that learning occurs through networks, where individuals connect with information sources, technology, and other people.

In remote environments, learning happens through connections within digital networks – employees learn by interacting with content, technology, and their colleagues. Platforms like LinkedIn, online courses, and collaboration tools enable this flow of information, helping remote workers develop skills and share knowledge.

5. Vygotsky’s Social Development Theory

Vygotsky’s theory emphasizes the role of social interaction in cognitive development. He introduced the concept of the “Zone of Proximal Development” (ZPD), where learners benefit from guidance from a more knowledgeable person (peer or mentor).

In remote working, Vygotsky’s theory can be implemented through mentoring and peer-to-peer collaboration. More experienced team members can help newer or less skilled colleagues progress by working together on tasks, offering feedback, and providing guidance in a virtual setting.

6. Collaborative Learning Theory

This theory suggests that learning is naturally a social process and that collaboration leads to deeper understanding. Learners work together to solve problems, complete tasks, or create projects, benefiting from each other’s strengths and perspectives.

Collaborative learning is key to remote work, where team members from different locations and disciplines work together on projects. Online collaborative tools like Google Docs, project management software, and video conferencing platforms facilitate this approach, enabling social learning through teamwork.

7. Cognitive Apprenticeship (Collins, Brown, & Newman)

Cognitive apprenticeship emphasizes learning through guided experience, where a mentor teaches skills in a real-world context by making thinking visible.

Cognitive apprenticeship in remote teams can take place through pair programming, virtual shadowing, and structured feedback sessions, where more experienced team members demonstrate and explain their thought processes and work methods in real time.

8. Social Interdependence Theory

This theory suggests that group outcomes are influenced by the degree of interdependence among group members, with positive interdependence promoting better group dynamics and learning outcomes.

In remote teams, fostering a sense of shared goals and mutual dependence can lead to better collaboration and learning. Projects that require collaboration and rely on the strengths of multiple team members help reinforce the idea that team success is interconnected.

9. Activity Theory (Engeström)

Activity theory examines human practices as developmental processes, with an emphasis on the social and cultural context. It focuses on collective activity rather than isolated actions.

Activity theory can be applied by looking at the broader context of remote work practices, identifying how tools, rules, and social structures within the remote work environment influence learning and collaboration. It highlights how learning occurs through collective activities that are mediated by technological tools.

10. Distributed Cognition (Hutchins)

This theory suggests that knowledge is shared among people, tools, and surroundings. It means learning doesn’t happen just in one person’s mind but across groups and the things they interact with.

Distributed cognition in remote work and teams can be seen in how knowledge is shared and constructed through collaboration across multiple platforms, tools, and people. For instance, learning might happen through collaborative project management software, shared documents, or knowledge repositories that store collective insights.

11. The 70:20:10 Framework

The 70:20:10 framework emphasizes the following learning sources:

70% Experiential Learning:
Learning through on-the-job experiences, challenges, and real-world tasks.
Social learning plays a significant role in this experiential component.

In remote work settings, experiential learning can occur through virtual projects, remote collaboration, and adapting to digital tools.

20% Social Learning:
Learning from interactions with colleagues, mentors, and networks.
Peer learning, mentorship, and collaborative projects fall within this category.

Social learning in remote teams involves virtual networking, knowledge sharing, and cross-functional collaboration.

10% Formal Learning:
Structured training programs, workshops, and courses.
While essential, formal learning represents a smaller portion of overall development.

Formal learning for remote teams can include online courses, webinars, and certifications specific to remote work skills.

Conclusion

These theories collectively explain how social interactions, collaboration, and technology influence learning and performance in remote work environments. By applying these concepts, organizations can create more effective strategies for fostering social learning in distributed teams.