“Intelligence organizes the world by organizing itself.”
Jean Piaget
Highlights of Constructivist Theory
Constructivism instantly stood out among the hundreds of learning theories described by Leonard in his book “Learning Theories A to Z” (2002). The online Theories into Practice database developed by Greg Kearsley, which contains the major 50 learning theories, affirmed my belief by clearly summarizing the theoretical frame of constructivism
This learning theory perceives learning as an active, not a passive, process, where knowledge is constructed, not acquired. The knowledge construction is based on personal experiences and the continual testing of hypotheses. It acknowledges the fact that each person has a different interpretation and construction of knowledge process, based on past experiences, cultural and linguistic factors.
In 1994, Jonassen states eight characteristics that define the constructivist learning environments and are applicable to eLearning nowadays. They:
- Provide multiple representations of reality.
- Avoid oversimplification and represent the complexity of the real world.
- Emphasize knowledge construction instead of knowledge reproduction.
- Emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
- Provide authentic learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction.
- Encourage thoughtful reflection on experience.
- “Enable context- and content-dependent knowledge construction.”
- Support “collaborative construction of knowledge through social negotiation, not competition among learners for recognition.”
Why Constructivism?
The above-described theory has deep roots in classic antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
In personal aspect, I got acquainted with it in my university years, as I researched the linguistic work of Lev Vygotsky, one of the major theorists of constructivism. But it was not until very recently that this theory brought profound resonances of purposeful, productive and effective online learning. Let me illustrate this point: while researching the vast topic of Learning Theories, I came across an interview with Jerome Bruner from October 2014. Dr. Bruner is one of the pillars of constructivism. To me, he is one of the most brilliant human minds. As I was watching the interview about how teaching influences learning, I simply fell in love with the statement that teaching goes beyond the information given. As an instructor, I embraced the idea to relinquish authority and let the learners assume it. In essence, my research around the constructivism theory subtly arranged my linguistic perception, cultural psychology, teaching experience and educational knowledge into a meaningful and colourful canvas, which essentially depicted my very own perception of the world.
The Role of The Learner
It is a known fact that people go out in the world and interpret their new experiences by comparing the similarities and differences to ideas already embedded in their minds. The constructivism takes that reality into account and turns it into a core concept. It allows for on-hand methods that make the learning a very active and engaging process. Thus, the learners automatically bring their prior knowledge forward. In my opinion, such an approach in the realm of online learning is of fundamental importance. The Centre for Teaching and Learning, University of Washington website suggests that: “Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences.” Thus, it is right to conclude that an online training, which actively engages the learner, will achieve significantly greater results in terms of learner self-awareness and the acquisition of new knowledge or skill.
The Role of the Instructor
Having examined one of the major roles of the learner, it is now logical to focus on one of the significant roles of the instructor. From the constructivist theoretical perspective, the instructor is viewed as facilitator of the knowledge construction in a natural way. As Von Glasersfeld (1995) comments: “Constructivism does not claim to have made earth-shaking inventions in the area of education; it merely claims to provide a solid conceptual basis for some of the things that, until now, inspired teachers had to do without theoretical foundation.”
Diverse approaches such as argumentation, collaboration, discussion and reflection will achieve the ultimate goal of keeping the mind of the learner active, participatory and constructive. In the online context, the instructor should let the students take ownership of their own learning as well as set boundaries and guidelines along with ensuring that misconceptions are dealt with immediately.
Constructivist eLearning Examples
Active learning requires learners to be engaged and actively participate, as opposed to sitting and listening quietly. Some strategic examples include, but are not limited to:
- Brief question-and-answer sessions, integrated in the eLearning module. I specifically find this useful when the learning content is complex and long.
- Discussion forums integrated into the content with specific guidelines
- Fill-in the gaps questions and hands-on activities as integral parts of the final assessment
In conclusion, constructivism is more than a theory of learning. It is a way of looking at the world that is broad enough to allow for multiple interpretations and yet, defined sufficiently to allow for a construction of a perspective, which can guide one’s actions.
The bottom line is that the meeting point between constructivism as a theory and online learning as a practice is the human creativity, spirit, and compassion for others.
REFERENCES
Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
Leonard, D. (2002). Learning Theories A to Z. Greenwood Publishing Group.
http://home.sprynet.com/~gkearsley/tip
https://www.youtube.com/watch?v=aljvAuXqhds
http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/
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