CHAPTER 2 LEARNING AND LEARNING THEORIES
2.4 THE CONSTRUCTIVIST LEARNING THEORY
Utecht and Keller (2019) argue that we are in the new digital era where the internet creates easy access to information and knowledge. Factors such as how quickly one can learn, unlearn and relearn information in today’s digital world are of optimum importance in acquiring knowledge.
Connectivism embraces the change to a “just-in-time” learning environment (Utecht & Keller, 2019). The ability to enjoy immediate production and arrival of information and knowledge in a learning environment represents immense engagement potential for educators and their learners (Utecht & Keller, 2019:11). This implies that a learning environment with easy access will produce immediate and continuous information with ease due to the present availability of the internet.
This interaction enhances learning engagement.
Verhagen (2006) criticises connectivism because connectivism does not display any new principles that do not already exist in other present learning theories. Furthermore, Verhagen is unconvinced that learning can fit in non-human appliances. Hence the constructivist approach is more acceptable, as it views learning as the building of knowledge and experiences created by the learner (Djan, 2014; Driver et al., 1986; Barkley et al., 2005).
Constructivism
Constructivism is a learning philosophy (Jia, 2010) where learners construct their own knowledge by giving meaning to new knowledge (Barkley et al., 2005:28). They create their understanding based on their experiences and link further information to their experiences to construct their own meaning. Therefore, exposure to activities that promote existing and new experiences is used to construct knowledge.
environment, facilitator of the learning process and an academic consultant who creates a favourable learning environment for learners (Jia, 2010). Opportunities created for the learner to experience interactive activities create a positive affect (Jia, 2010). Constructivists thus believe that learning is affected by the context, teaching, learning, learners' beliefs and attitudes (Olusegun, 2015; Sjoberg, 2007).
Akpan and Beard (2016: 396) explored constructivist strategies to improve the academic performance of learners with special needs. After the exploration, they made the following conclusions regarding constructivism: Constructivism is a model to guide how learners learn and how learning occurs. The learner is always active and is the central focus, i.e., instruction is learner-centred.
Basic concepts on constructivist learning theory relate to knowledge, the learner, the teacher and teaching. These concepts are discussed briefly under sections 2.4.1, 2.4.2 and 2.4.3.
Knowledge
According to constructivism, knowledge is gained by the active participation of the learner. In support of the above statement, Doolitte and Hicks (2003) state that knowledge is the product of active use of thought processes by the individual satisfying specific goals (Doolitte & Hicks, 2003:78). This implies that knowledge is created by building personal interpretation based on individual experiences and the relevance of knowing.
According to Novodversky (1997:242), the constructivist learning theory is based on three premises, namely, learners construct knowledge in their minds, secondly, learners bring their prior knowledge and experiences to class, and lastly, learning is a lifelong process. Consequently, Jacobs (2004:46) views constructive theory as learners’ ability to actively acquire and construct their knowledge.
The diverse types of constructivism which include social, radical and cognitive address the nature of knowledge and knowing differently (Steffe & Gale, 1995; Moshman, 1982). Cognitive constructivism differs from radical and social constructivism as it holds the idea that reality or truth can be known as it exists in the individual’s external environment (Prawat,1996; Doolitte & Hicks, 2003). While radical and social constructivism knowledge is internal or social nature respectively (Doolitte & Hicks, 2003). From the cognitive point of view, knowledge is objective. Acquiring knowledge means constructing and reconstructing of mental structures (Moshman, 1982; Doolitte
& Hicks, 2003). These three types of constructivism are elaborated upon in section 2.5.
Knowledge in terms of the constructivist learning theory encompasses the active and creative involvement, change in knowledge acquired and understandings resulting from experiences that arise from given context (Doolitte & Hicks, 2003:77-79) such as the science context. Knowledge is therefore linked to the context of learning and the experiences that the learners bring (Ertmer
& Newby,1993). In addition, knowledge is built-in social contexts that are heavily influenced by prior learner experience (Akpan & Beard 2016:397). In this case, the learner is the focus of learning and the recipient of knowledge.
Learner
The learner is the constructor of knowledge and the core target of learning as viewed by the constructivist (Olusegun, 2015:66; Doolitte & Hicks, 2003:78; Bereiter, 1994). The individual learner makes sense and constructs knowledge based on their experiences within their own context. Sjoberg (2007) emphatically mentions that the learner should actively construct knowledge, which underscores the fundamental idea of a constructivist approach to learning.
Jacobs (2004:46) describes the constructivist theory as emphasising learners’ active participation in building and gaining knowledge. However, learners must be helped by their teachers to build meaningful knowledge. Therefore, the learner must be the centre of learning which implies that the learner must participate actively in the learning process. Learners use their previous experience to reconstruct new knowledge. For this reason, teaching must stimulate learners in the construction process.
The teacher and teaching
Teachers play a vital role in facilitating discussion and critical thinking as part of their teaching strategy. Research findings indicate that the learner is the active participant in the teaching and learning process (Olusegun, 2015; Doolitte & Hicks, 2003; Jacobs, 2004; Von Glasersfeld, 1998;
Bereiter, 1994). Hence, teaching as facilitation of learning must consider the learner as an active participant (Von Glasersfeld, 1998). The teacher possesses expert knowledge on a topic and should facilitate active learning. Given this, Fernando and Marikar (2017:111) contend that teaching involves the transmission of knowledge and facilitating learning. However, according to Jia (2010), the role of the teacher changes from the transmitter of knowledge to the helper who guides learners to take the initiative to construct meaning. Teachers, therefore, as the experts become the designers, guides, and academic consultants of the learning environment (Jia, 2010).
According to the constructivist theory teaching means knowing and understanding the learner’s pre-existing knowledge, guiding the activity and encouraging the learner to use creative strategies to develop more knowledge and reflect on how their understanding changes (Olusegun, 2015;
Tam, 2000). Constructivist learning theory is especially valuable in teaching complex skills e.g among others, problem solving, critical thinking, decision making, etc. (Tam, 2000). The constructivist learning theory attests that creating a suitable learning environment and exposing the learner to the material to be studied give rise to meaning (Olusegun, 2015; Tam 2000).