When considering design
theories for distance learning, constructivism can be an appropriate design fit
for the attainment of many instructional objectives. For attaining higher order learning skills,
such as those most often being pursued in higher education, constructivism’s “idea
that learners must individually discover and transform complex information if
they are to make it their own (Anderson, Geeno, Reder, & Simon, 2000;
Fosnot, 2005; Slavich & Zimbardo, 2012)” (Slavin, 2015, p. 190) is an
appropriate design theory. “These dispositions
and abilities must be developed for students if they are to assume increasing responsibility
for their learning as required in a creative society and economy” (Garrison,
2011, p. 12).
Often,
in learning environments such as this, “instead of directly trying to
accomplish an objective, we challenge learners to accomplish the objective on
their own” (Horton, 2012, p. 41). Although
this approach may not be the most appropriate when there are specific steps and
procedures to be learned, or when rote memory is required to learn facts (Keramida,
2015), it is a sound foundational theory when designing curriculum that is
intended to nurture investigation and creativity.
In
looking at the best theory to apply in the development of lessons such as
passion projects, constructivism provides a sound basis. In this format, the teacher serves as a guide
and mentor in the student’s independent pursuit of information and knowledge in
their interactions. In applying this theory, “the
instructors must see their role as a facilitator of the distance learning class
[or classroom project] and not just a purveyor of content” (Brown, 2014, p. 3).
References:
Brown, L. (2014). Constructivist learning environments and
defining the online learning
community. I-Manager's
Journal on School Educational Technology, 9(4), 1-6. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.proquest.com.
ezproxy.liberty.edu/docview/1544384175?accountid=12085
Garrison, R.D., (2011). E-Learning in the 21st
century: A framework for research and
practice (2nd ed.). New York:
Routledge.
Horton, W. (2012). E-Learning by design (2nd ed.). San
Francisco: Pfeiffer.
Keramida, M. (2015). What e-learning professionals should
know about behaviorism
in instructional design for
e-learning. E-Learning Industry. Retrieved
from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use
Slavin, R.E. (2015). Educational
Psychology: Theory & Practice (Custom ed.).
New York: Pearson.
