The Integrated Classroom and the Role of the Educator

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Running head: THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 1 The Integrated Classroom and the Role of the Educator Student’s Name Institutional Affiliation

THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 2 The Integrated Classroom and the Role of the Educator Importance of a Social Learning Environment Within an Organization Supports Diverse Learning Behavior The social learning environment within an organization is so significant, mainly since it supports diversity in learning approaches. For instance, some individuals prefer learning through experience, while others learn by observation. Notably, social learning highly depends on what can be termed as peer-to-peer information transfer, whereby its funnel of knowledge receiving is broadened ( Starr Jr, 2020). Thus, the process of pinpointing knowledge transmission, particularly in a social setting, is always tedious based on the fact that information transfer is always an enormous social interaction part. Therefore, having a social interaction environment enables individuals with diverse learning needs to effectively learn in a friendly atmosphere ( Starr Jr, 2020). This aspect means that a social learning environment serves as a better supplement for development and formal learning. Implements Socializing and Collaboration Designing a social learning environment in an institution signifies not only a feature of socialization but also collaboration. An organization with a full-functioning social tool contributes to meaningful corporate dialogues and adequate information flow ( Sousa‐Vieira et al., 2018). Through social learning, workers can assist each other frequently, find help and advice, collaborate well, and even gain more knowledge along the way ( Sousa‐Vieira et al., 2018). Communication across workers in a firm has always been perceived as the most crucial area of social learning. Thus, Sousa‐Vieira et al. (2018) conclude that creating any form of social learning in a firm assists in constantly keeping learners stimulated by not locking them out of their typical working environment. Social learning in a workplace facilitates collaboration

THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 3 whereby insights can be valued and shared across the organization. On a different note, due to implementing an integrated approach to professional development and training in an organization, interpersonal relationships and productivity can improve based on various factors. An integrated approach to training enhances interpersonal relationships through content sharing, enhancing the learning experience ( Raspopovic et al., 2017). As a result, these features lead to a positive income (ROI) rate and the achievement of employees’ learning initiatives. Enhances Information Retention and Speed An organization's social learning theory also highlights an essential feature of information transfer amongst various parties. This aspect assists in reducing the amount of time that individuals use, particularly when it comes to searching for a solution on a similar topic ( Barrett et al., 2019). Most importantly, based on this phenomenon, a solution that one person may have found in an organization will likely resonate greatly with other people and even last longer. Since peers in a firm are likely to experience common challenges and obstacles, a solution that one individual might have established is expected to theoretically work well when applied by others ( Barrett et al., 2019). An established social link in an organizational environment can facilitate and encourage workers to share more pertinent information faster. In such a link, each worker is perceived as a node of knowledge ( Krasny et al., 2018). It is vital to understand that such a situation can be seen to be too idealistic in the real world but is it an approach that can be used in defining a healthy corporate learning environment, and it is a philosophy that all organizations must strive towards. Therefore, social learning supports intrinsic reinforcement whereby assisting others in undertaking their tasks guarantees help for yourself as well. Enhances Peer-to-Peer Motivation and Constructivism

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THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 4 In a social learning framework, operant conditioning in an organization significantly impacts employee training whereby reward is given to good performance while bad is overlooked. For instance, creating an example of excellent performers in a social learning context is always a significant aspect of the learning process ( Danka, 2020). Workers are always motivated when they see others rewarded, which makes them aspire to succeed ( Danka, 2020). On the other hand, social learning promotes constructivism in that knowledge is promoted as a constructive and active process that turns learners into teachers ( Hussin, 2019). Constructivism aids in designing a workforce comprising of stakeholders that are usually occupied with training based on the fact that they are always informally training their colleagues. To Wrap Up The social learning component can train employees and change the organizational culture from various perspectives. A practical and engaging learning culture is always found in an environment with agile, innovative, and skillful employees ( Cincera et al., 2018). According to Cincera et al. (2018), when a learning culture is introduced in an organization, workers are constantly motivated to learn and grow, whereby the very best of employees never stop enhancing their skills and knowledge. For example, in gamification, more collaborative games are being developed, making it challenging to win as an individual without a focused team effort ( Danka, 2020). This feature means that learners must share the little information they get to succeed in proceeding as a team. In turn, this approach promotes a skill-sharing and knowledge culture within such an organization. Social learning has been proven to be an operational training strategy used in most organizations. However, social learning requires a trainer to create behavioral and cognitive learning theories ( Horsburgh & Ippolito, 2018). Horsburgh and Ippolito (2018) assets that

THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 5 trainers have adopted the use of social learning theory, such as the use of online coaching programs and videos since they are integral and cost-effective to companies. For instance, a trainer who intends to teach employees new behaviors must first create a model that workers can conveniently access or watch on any device. Unlike in the traditional approach, using social learning tools, a trainer can engage multiple workers regardless of their physical location and facilitate virtual training ( Qi & Chau, 2018). An informal social learning approach for worker training can be used whereby the role of a trainer is to implement various social media elements like podcasts and blogs ( Bond & Blevins, 2020). Alternatively, a semi-structured social learning method can be employed in a more structured approach to foster collaboration through a particular platform ( Uz & Uzun, 2018). A trainer uses this tactic not only in information dissemination but also in generating engaged teams that encourage, share, and contribute to constantly enriching the knowledge level in an organization. Social learning can address employee accountability and online reputation aspects by enforcing social media policies. When implemented, a social media policy can sketch how organizations and their employees can conduct themselves while accessing the internet to safeguard their data (Wang et al., 2018). Besides, a social media policy can guard an organization against security or legal troubles ( Hebblewhite, 2017). Rules and policies should be set before launching a social learning platform to ensure accountability and safeguard an organization's online reputation. Such practices include following a company’s code of conduct while online, notifying employees of the right of an organization to monitor employees’ online behaviors, and following set guidelines while posting or responding to feedback online (Wang et al., 2018). This manner of behavior indeed not only protects an individual user’s status but also for the entire firm.

THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 6 Challenges Related to Creating a Social Learning Environment in an Organization Creating a social media environment may result in psychological and professional risks that need to be considered. The implementation of social learning focuses on yielding positive and successful behavior from employees, whereby persons strive to adopt another individual’s comportment. Thus, this approach leads to an inner conflict, particularly when acquired behaviors contradict your personal views ( Boström et al., 2018). Therefore, such an aspect results in an active internal resistance that hinders a learning process ( Boström et al., 2018). Also, for social learning to attain its purpose, retention, inspiration, attention, and replicability must be present ( Horsburgh & Ippolito, 2018). Imitating another person’s behavior turns out to be an unknown obstacle since many people do not correctly understand their strengths and limits ( Horsburgh & Ippolito, 2018). Therefore, since everyone seems to be a student and teacher simultaneously in this context, uncertainty arises regarding the quality standards, which leads to self-doubt. Effective Approach for Building a Social Learning Environment Various strategies can be employed with the help of social media tools like web conferencing, online forums, and resource libraries. It is essential to start by assessing the readiness to implement a particular social learning tool by considering employees’ level of understanding ( Lee & Lee, 2018). This approach can assist in picking a social media tool and programs that can succeed in social collaboration and interaction. Targeted gains can then be quantified and leveraged, whereby early adopters can share their commendations and feedback to other users ( Bai et al., 2019). Technological platforms like online forums can offer better interactions between various users. Furthermore, features like discussion forums, data sharing, instant feedback, and content curation should be considered in an adopted social media tool

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THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 7 ( Aloni & Harrington, 2018). A collaborative online forum can help enhance collaboration and communication and results in improved overall productivity. The rate of information access should be considered when using social media tools to design a social learning environment. It is vital to have a social media tool that supports speedy information dissemination or update in an unbiased manner ( Kendal et al., 2018). For instance, a proper web conferencing tool can help in effectively linking employees for meetups, and conferences, which is an effective social learning initiative springboard ( Martin & Bolliger, 2018). An implemented platform should as well be used in providing and taking feedback. Such a tool can improve collaboration and interaction in an organization. Therefore, implementing a strategic learning and development program with proper tools can assist an organization in improving employee engagement, satisfaction, and general productivity.

THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 8 References Aloni, M., & Harrington, C. (2018). Research based practices for improving the effectiveness of asynchronous online discussion boards. Scholarship of Teaching and Learning in Psychology , 4 (4), 271. Bai, Y., Lin, L., & Liu, J. T. (2019). Leveraging the employee voice: a multi-level social learning perspective of ethical leadership. The International Journal of Human Resource Management , 30 (12), 1869-1901. Barrett, B., Zepeda, E., Pollack, L., Munson, A., & Sih, A. (2019). Counter-culture: Does social learning help or hinder adaptive response to human-induced rapid environmental change? Frontiers in Ecology and Evolution , 7 , 183. Bond, M. A., & Blevins, S. J. (2020). Using faculty professional development to foster organizational change: A social learning framework. TechTrends , 64 (2), 229-237. Boström, M., Andersson, E., Berg, M., Gustafsson, K., Gustavsson, E., Hysing, E., ... & Öhman, J. (2018). Conditions for transformative learning for sustainable development: A t heoretical review and approach. Sustainability , 10 (12), 4479. Cincera, J., Biberhofer, P., Binka, B., Boman, J., Mindt, L., & Rieckmann, M. (2018). Designing a sustainability-driven entrepreneurship curriculum as a social learning process: A case study from an international knowledge alliance project. Journal of Cleaner Production , 172 , 4357-4366. Danka, I. (2020). Motivation by gamification: Adapting motivational tools of massively multiplayer online role-playing games (MMORPGs) for peer-to-peer assessment in connectivist massive open online courses (cMOOCs). International Review of Education , 66 (1), 75-92.

THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 9 Hebblewhite, N. (2017). Implementing an effective social media policy. Governance Directions, 69 (3), 167-169. Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC medical education , 18 (1), 1-8. Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2019). Online Interaction in Social Learning Environment towards Critical Thinking Skill: A Framework. Journal of Technology and Science Education , 9 (1), 4-12. Kendal, R. L., Boogert, N. J., Rendell, L., Laland, K. N., Webster, M., & Jones, P. L. (2018). Social learning strategies: Bridge-building between fields. Trends in cognitive sciences , 22 (7), 651-665. Krasny, M. E., DuBois, B., Adameit, M., Atiogbe, R., Alfakihuddin, M. L. B., Bold-erdene, T., ... & Yao, Y. (2018). Small Groups in a Social Learning MOOC (sIMOOC): Strategies for Fostering Learning and Knowledge Creation. Online Learning , 22 (2), 119-139. Lee, H., & Lee, M. (2018). Social learning constructs and employee learning performance in informal Web-based learning environments. Journal of Workplace Learning . Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning , 22 (1), 205-222. Qi, C., & Chau, P. Y. K. (2018). Will enterprise social networking systems promote knowledge management and organizational learning? An empirical study. Journal of Organizational Computing and Electronic Commerce , 28 (1), 31-57.

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THE INTEGRATED CLASSROOM AND THE ROLE OF THE EDUCATOR 10 Raspopovic, M., Cvetanovic, S., Medan, I., & Ljubojevic, D. (2017). The effects of integrating social learning environment with online learning. International Review of Research in Open and Distributed Learning , 18 (1), 142-160. Sousa‐Vieira, M. E., López‐Ardao, J. C., Fernández‐Veiga, M., Ferreira‐Pires, O., Rodríguez‐ Pérez, M., & Rodríguez‐Rubio, R. F. (2018). Prediction of learning success/failure via pace of events in a social learning network platform. Computer Applications in Engineering Education , 26 (6), 2047-2057. Starr Jr, R. G., Zhu, A. Q., Frethey-Bentham, C., & Brodie, R. J. (2020). Peer-to-peer interactions in the sharing economy: Exploring the role of reciprocity within a Chinese social network. Australasian marketing journal , 28 (3), 67-80. Uz, R., & Uzun, A. (2018). The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. European journal of educational research , 7 (4), 877-886. Wang, D., Waldman, D., & Ashforth, B. (2018). Employee Accountability as a Basis for Customer Relations and Corporate Reputation. Academy of Management Proceedings , 2018 (1), 10047. doi: 10.5465/ambpp.2018.10047abstract

The Integrated Classroom and the Role of the Educator

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