Constructivism
OVERVIEW
Constructivism is defined as “a process of constructing meaning, it is how people make sense of their experience” (Merriam, Caffarella, & Baumgartner, 2007). Figures influential in the foundation of Constructivism include Jean Piaget, John Dewey, and Lev Vygotsky. The difficulty with clearly defining the Constructivist theory, as it exists today, occurs because it is not a teaching theory, but rather a theory of learning. This changes the dynamic of learning considerably as it places the teacher in a role as facilitator rather than source of information; students then must be actively involved in seeking out information and building their own knowledge through situational, authentic experiences.
When we look at the modern demands placed on educators and institutions of education, we find a dichotomy emerges between what Townsend, Clarke & Ainscow (1999) describes as Second Millennium and Third Millennium Thinking (Table 1). This dichotomy of past and present ideas, if they are to be realized in today’s classroom, are a clear example of the need for Constructivist pedagogical practices.
Implications for Online Learning Theory
The constructivist approach is the most recent pre-global network learning theory associated with online learning. Strengths of constructivism in an online learning environment include the induction of real-life and personal applications and contextual, situated learning via simulations and collaborative tasks. Online learning also provides additional opportunities to challenge and assess one’s own knowledge against vast store of information readily available across the internet. For this reason, constructivist e-teachers must carefully develop their curriculum to guide students in the right path of discovery, facilitating their learning experience.
Learner-Centered
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Individualized process
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Constructivism requires that learners come to form their own understanding of knowledge and processes through discovery and social collaboration which is encouraged in an online setting able to provide resources and avenues for peer discussion. Ally (2008) suggests that learners should be in control of the learning process and a “form of guided discovery where learners are allowed to make decisions about learning goals, with some guidance from the instructor” is the best process for online learning.
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Take note of pre-existing knowledge
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Pre-existing knowledge is drawn upon to form the basis of new knowledge. Online learning provides tools allowing communication between teacher and learner to establish the learners pre-existing knowledge base. Indirectly surveys and questionnaires may be used, or directly Icebreaker exercises may be facilitated.
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When a challenge to pre-existing knowledge occurs, adaptations and restructuring of knowledge/learning happens in the Constructivist model. A perspective unique to the learner is created.
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Knowledge-Centered
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Connections and elaboration
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The immense archive of resources found online can be beneficial to a constructivist approach, but can also prove to be overwhelming to learners. An effective e-teacher facilitates and guides learners through this expansive library of information.
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Reflection of knowledge
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Reflection, discourse of ideas, and continued knowledge expansion is a key theme of the Constructivist model. Anderson (2008) believes that online learning neither detracts or enhances reflection when compared to traditional lecture based study, but the online experience does provides a wealth of information, in different format and context, to challenge learners knowledge to create cognitive discourse and further expand learner understanding.
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Community-Centered
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Lack of “placedness”
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One of the obstacles of Constructivism and Online Learning may result from a lack of “placedness” brought about by the virtual environment. Ideally, the constructivist approach requires students to often enter and actively enquire within the community (e.g talk to experts, gain firsthand experience, observe and question procedures being performed). This is not always facilitated in a virtual environment. Anderson (2008) suggests that “a learning-centred context at times may force us to modify the proscriptive participation in communities of learning, even though we may have evidence that such participation will likely advance knowledge creation and attention."
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Assessment-Centered
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Collaboration and authenticity in assessment
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The opportunity to create project based and workplace based assessment tasks is made more accessible by use of an online model of learning. The added communication tools and access to asynchronous and synchronous social collaboration offered by e-learning environments allow this. Collaboration and authentic tasks are fundamental to a constructivist learning environment.
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Of Andersons (2008) recommended online empowered assessment tools the following are of particular note to a constructivist approach:
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Computer marked and provided simulation exercises, virtual labs, and other automated assessments.
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Collaborative, virtual group environments used to assess students own learning.
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Informal social networks wherein students can post and reflect upon the ideas of others enrolled in the course and beyond
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