Web-based Learning Solutions for Communities of Practice

The Impact of Quality E-Feedback as an Element of Social Learning Theory
people acquire knowledge. Aristotle believed that
individuals come to know through their senses
(Hergenhahn, 1988), and according to Plato, by
making connections in their daily observation of
physical objects (Caffarella & Merriam, 1999).
Thinking individuals will translate and interpret
their experienced sensation of an event and
give meaning to that event (Grippin & Peters,
1984). In other words, to make sense of external
stimuli, a person uses his or her mental processes
by categorizing his or her experiences, which is
the cognitive approach to learning. This is closely
tied to the humanist theory of learning in that
individual growth is emphasized on the idea of
unlimited potential for growth and development
based on their perceived experiences (Rogers,
1983, Maslow, 1970).
Thorndike, Tolman, Guthrie, Hull, and Skinner
(Ormond, 1995) held three basic assumptions
about the behaviorist learning process. First, behavioral
change is triggered by learning. Second,
behavior, as well as what one learns, is triggered
by external stimuli of the person’s environment.
Third, the proximity of occurrence for these two
events and the frequency of reinforcement of
these events are crucial elements when explaining
the learning process of the individual (Grippin
& Peters, 1984). Combining cognitivist and behaviorist
orientations, the social learning theory
suggests that individuals learn from observing
others (Caffarella & Merriam, 1999).
Being engaged in conversation and activities
with others is the element that develops an
individual (Vygotsky, et al., 1978). While different
types of performance feedback has various
outcomes on the learner’s self-efficacy (Schunk
& Lilly, 1984), logical and educational feedback
is an essential and effective element towards the
growth of social learning, social and cognitive
development in a collaborative environment,
of which online communities of practice are a
part of.
Feedback
For the purpose of this chapter, feedback is defined
as giving and sharing information in the form of
guidance and support as an integral element to
foster improvement, development, and understanding
of material learned and applied.
According to Merriam-Websters Online Dictionary,
feedback is “the transmission of evaluative
or corrective information about an action,
event, or process to the original or controlling
source” (2008). Feedback can also be defined as
the receiving of information about past behavior,
as being delivered in the present, and as possibly
being of influence of future behavior (Seashore, et
al., 1999). Feedback can also be seen as a systems
concept as it is an ongoing process of which at
least two individuals must be a part.
Studies have shown (Krause, K., Hartley, R.,
James, R., & McInnis, C. 2005; Hounsell, D.,
2003) that the depth and amount of feedback to
students varied from course to course and instructor
to instructor. Inconsistent feedback also led
students to feel uncertain and confused. Related
studies (Hounsell, D., McCune, V., Hounsell, J.,
& Litjens, J., 2008) indicate that students do perceive
differing levels of quality in their feedback
and are able to identify inconsistency in feedback
by different facilitators. The type of feedback
requested by students also varied. A pre-requisite
for a successful teaching and learning environment
in higher education (in both traditional and online
settings) is the importance of having feedback
standards in place (Hounsell et. al, 2008). Some
of these standards include checklists, reports
on teaching quality, and indicators of effective
assessment. Others have found that influential
and mutual feedback between peers, which has
its focus on development rather than evaluation,
is the most important feature during assessment
(Smyth, K., 2004; Eisen, M.J., 2001).
In an online learning community of practice,
a facilitator providing continuous, clear and constructive
feedback will influence the environment,
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