{"id":265,"date":"2026-07-06T12:07:44","date_gmt":"2026-07-06T10:07:44","guid":{"rendered":"https:\/\/l-and-i-basics.ico-education.nl\/?page_id=265"},"modified":"2026-07-06T16:30:16","modified_gmt":"2026-07-06T14:30:16","slug":"7-learning-as-a-social-process","status":"publish","type":"page","link":"https:\/\/l-and-i-basics.ico-education.nl\/?page_id=265","title":{"rendered":"7.\u00a0Learning as a Social Process"},"content":{"rendered":"\n

Module 7, Learning as a Social Process, discusses the interaction between the student and his or her social environment. We start with elaborating three basic theoretical frameworks: Bandura, Vygotsky and Bakhtin. The next step brings us into the social context of teaching and learning. We focus on Brown and Palincsar’s strategy of reciprocal teaching and Janneke van de Pol’s scaffolding model. We take one step further and zoom in on group processes in the context of education: cooperative learning, group dynamics, and peer feedback and assessment. The last unit focusses on the social environment of one particular educational context: higher education institutes. This unit has a stronger policy analysis point of view than the other units in this module and is partly based on my own experience as a educational policy adviser at the Vrije Universiteit Amsterdam, a university in which 30% of the student population has a culturally diverse background.<\/p>\n\n\n\n

Learning goals of Module 7<\/strong><\/p>\n\n\n\n

After studying Module 7<\/p>\n\n\n\n