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.
Hi Roger,
ReplyDeleteConstructivism would not be ideal when details must be learned. It would not work well for medical students who need to learn about the intricate details of the human anatomy. In an article discussing constructivism and mobile learning, it was found that when students are provided opportunities to construct their own learning by publishing their work online, they are able to strengthen research and critical thinking skills (Brown & Mbati, 2015). The theories behind constructivism can support the learning of 21st Century Skills, but I think it is important for educators to use caution before applying them in their classrooms.
Brown, T.H. & Mbati, L.S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. International Review of Research in Open and Distributed Learning, 16(2), 115-135.
This is certainly true Leslie. For this reason, the statement that constructivism may not be the most appropriate approach when when there are specific steps and procedures to be learned, or when rote memory is required to learn facts (Keramida, 2015) is important. In these cases, Keramida (2015) discusses that it is more appropriate to apply behaviorism, with lessons that are designed to provide repeated practice of a skill. In this design, there is the reward of moving forward when a skill is mastered and the consequence of returning for additional practice before moving on if it has not yet been mastered. With this in mind, it is necessary to utilize a blend of theories that are appropriate for the specific learning objectives.
DeleteReference:
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
...Does anyone know how to change the formatting for replies in Blogger so that they are aligned left? The auto formatting to justify text is adding spaces. I've been researching, but not finding, an answer.
DeleteRoger,
ReplyDeleteI think there is a place for constructivism in every course. I do not discount the importance of foundational education, and learning specific details, processes, facts, and ways of solving particular issues, but there is something to be said for allowing students, and better yet, motivating and encouraging them to think for themselves and construct their own path to correct answers. In may fields of study and careers today, there are no 'right' answers. There are best practices and standards. I believe constructivism gives students and professionals experience in capitalizing on the knowledge and facts they've already gained and making it work them tenfold. When done correctly, it helps students retain knowledge longer, and is a catalyst to creativity.
-Victoria
Great post!
ReplyDeleteAt present, educators work with many approaches to determine which is the adequate to design the instruction and provide the best learning experience. As an educator, I think constructivism provides to put the learner in an active role; but sometimes it is better to use a system approach, behaviorist, information-processing or other directed model. Additionally, if educators need to have specific skill-based instructional objectives and skills it is better to use a directed instructional method. Constructivism is great for global goals, critical thinking and problem solving (Roblyer, 2016). In other words, my position is to be eclectic. To be eclectic is to educate using a big spectrum of possibilities. Dawson (2005), exposed that adult ensured their learning when they received an eclectic approach that includes a variety of technology resources in their online experiences.
Beatriz
References:
Lawson, K.G. (2005). Using eclectic digital resources to enhance instructional methods
for adult learners. The Emerald Research, 21(1), 49-60. Retrieved from
http://www.emeraldinsight.com.ezproxy.liberty.edu/doi/full/10.1108/10650750510578 154
Roblyer, M.D. (2016). Theory into practice. Integrating Educational Technology into Teaching
(pp. 31-40). New Jersey, USA: Pearson Education, Inc.
Hello Roger,
ReplyDeleteConstructivism, I believe, would add tremendous value to any teaching-learning environment. I definitely agree that learners have to make use of rote memory skills in absorbing facts and theories, however, all learners could be constructive utilizing their knowledge base in the application of these theories into practice in the real world situations. Speaking from personal experience as a STEAM educator, Constructivism comes in handy, especially when it comes to trouble shooting where students have to engage in problem solving, utilizing their knowledge bases in constructing solutions on a trial and error basis, until arriving at the right solution. In such an education setting founded on Constructivism “the instructors must see their role as a facilitator"(Brown, 2014). As a strong proponent of utilizing diverse and blended teaching-learning approaches in order to optimize the productivity of the teaching-learning process, Constructivism, I believe could be incorporated in to any education setting, in order to unleash the potential in all learners while encouraging the learners to be creative and innovative in the pursuit of knowledge.
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.
Dona Thanushi Hettipathirana
Roger,
ReplyDeleteThank you for your post. I am a trainer for a copy editing internship program that is conducted completely online. When I began with the company, we largely used a design that followed constructivism theories. At that time, the program was not a paid internship, and in part, we gauged an intern's commitment to the program by their efforts to "individually discover and transform complex information." In this case, the "complex information" was an exhaustive stylebook, dictionary and multiple facets of fact-checking and verifying sources.
In the past year, we changed our program to follow the behaviorist model and have found that it works much better. As you mentioned, the constructive model is difficult when there are "specific steps to be learned," as there are with our company's editing program.
Thanks,
Jen Houchin
Roger, Thanks for such a great post. Constructivism definitely plays a great role when it comes to the learner being in charge of their learning. Here the strength is in the individual and the complexity followed is developed as the learner is transformed. Learning is an active process and many of the projects and group work bring that into focus. As a result "learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events" (Good & Brophy, 1990).
ReplyDeleteRoger I really enjoyed reading your thoughts and insight about Constructivism. I think that this is an awesome learning strategy that can as you say help students learn at a deeper level of understanding than most instructional theories, The benefits definitely seem to be more beneficial than the barriers.
ReplyDelete