2.5 THEORETICAL BASIS FOR ONLINE LEARNING
2.5.2 Constructivist Learning Theory
Constructivism is the most frequently cited theoretical framework applied to online course development and teaching. Constructivism is defined as ‘learning that is a process of constructing meaning; it is how people make sense of their experience’ (Merriam, Caffarella
& Baumgartner, 2007). The early development of the constructivist theory can be attributed to the work of Dewey (1916), Vygotsky (1978) Piaget (1972) and Bruner (1996), who proposed that students could learn actively and construct new knowledge based on their prior knowledge. According to Knowles and Kerkman (2007), most learning strategy theories are based on the constructivist perspective of learning, which contends that meaning and knowledge are constructed by the learner through a process of relating new information to prior knowledge and experience.
Many researchers (Harman & Koohang, 2005; Hung, 2001) agree that the constructivism learning theory, which focuses on knowledge construction based on students’ previous experiences, is a good fit for online learning because it ensures learning among students.
Constructivism is one of the theoretical approaches that advocates the use of online teaching and learning, as it not only ensures accessibility of coursework, enhances administrative tasks and facilitates active student engagement with the content, the educator and each other, but also enhances problem-based learning, information gathering skills and improved communication between educator and students (Rowe & Struthers, 2009). These characteristics of online teaching and learning allow students to take a greater responsibility for learning and for educators to act as facilitators of learning. To promote the construction of knowledge, instructors have to provide good interactive online instructions, since the learning agenda is controlled by the student (Murpy & Cifuentes, 2001).
24 Online learning within a constructivist framework seeks to achieve particular learning outcomes. It involves a process of engaging in authentic problem solving tasks that are aligned with learning objectives, with the assessment being a clear demonstration of whether the set objectives have been met. Such alignment of learning tasks, objectives and assessment serves not only as testimony that the student has achieved the learning objectives, but also a demonstration of the quality of learning and sign posts to students what still has to be learnt (Fallows & Bhanot, 2005).
From a social constructivist perspective, researchers (Rohleder et al., 2007; Oblinger &
Oblinger, 2005; John, 2003) suggest the use of ICT in education as it facilitates active student engagement with content, educator and each other, enhances problem-based learning (PBL), improves information gathering skills, improves communication between the educator and students, ensures accessibility of coursework and enhances administrative tasks. Boulos et al.
(2006) also advocate for the use of ICT in education since it has been shown to increase channels of communication, facilitate collaborative learning and create a framework for social construction of knowledge. These characteristics of ICT in education allow students to take greater responsibility for learning and for educators to act as facilitators rather than lecturers.
The constructivist perspective indicates that the educator plays the role of facilitator, while the students’ role is one of constructing reality through interactions with the environment (Hiemstra, 2007). Constructivism espoused students are to enjoy learning, develop social and interpersonal skills, have an understanding of the content being taught and learn to think in an efficient manner (Kelsey, 2007; Low, 2007). Constructivism encourages collaboration and co-operation during learning (Palloff & Pratt, 1999). Working with other students gives students real life experiences and allows them to use and improve their mega-cognitive skills.
25 When assigning students into groups for group work, their level of expertise and learning style should be taken into account so that all the team members can benefit from one another.
Online learning allows students to collaborate and co-operate with other students and educators and share ideas at any time from any place (Paurelle, 2003).
Proulx (2006) encourages educators to be cognizant of the fact that students bring with them prior knowledge. Students’ prior knowledge deserves recognition and may be utilized in constructing new meaning. This can be applied to online learning where students can be given time to reflect and internalise the information and embedded questions on the content can be used throughout the lesson to encourage reflection and processing of the information.
Students have a role to play in the learning environment as their learning needs direct the communication of new information which is, in turn, individually constructed. Learning from mistakes is a key element of constructivist learning activities, as they provide opportunities for further learning.
Savery and Duffy (2006) proposed some useful principles that can help online educators develop a learning environment rich in constructivist ideology with the goal of helping students achieve positive learning outcomes. These include: (a) anchoring all learning to a larger task or problem; (b) supporting students to develop ownership of the overall problem or task; (c) designing an authentic task and learning environment to reflect the complexity of the environment they should be able to function in at the end of learning; (d) giving the students ownership of the process used to develop a solution; (e) designing the learning environment to support and challenge the students’ thinking; (f) encourage testing ideas against alternative views and alternative contexts; and (g) providing an opportunity for and support of reflection on both the content and learning process.
26 Therefore, to achieve the goals of online learning, facilitators should provide learning resources and activities that will be student centred, which will aid students to conduct their own learning, encourage active participation in learning and facilitate collaborative work practices within learning communities.