day 4 - Constructivism theory:
It is important first to recognize that constructivism is not a learning theory, per se. As Schunk (2012, 230) notes, constructivism is "an epistemology, or philosophical explanation about the nature of learning." This is important because "constructivism does not propound that learning principles exist and are to be discovered and tested, but rather that learners create their own meaning" (Schunk, 2012, 230).
This latter point is what makes constructivism different from the other dominant epistemological framework, objectivism, which states that knowledge exists outside of the natural world and that the nature of education is to "discover" knowledge (Byrnes, 1998; Carswell, 2001). It is also this latter point that gives constructivism its unique position in the educational landscape.
Because knowledge is created, not discovered in an objectivist sense, constructivists place emphasis on the learner, rather than the instructor. The goal of education, then, is to provide learners with the freedom to construct knowledge by using their pre-existing awareness of the world around them. In this model, the instructor is a guide or facilitator of the learning process, not a "sage" with knowledge to pass on to learners (von Glasersfeld, 2008). Moreover, constructivists place a great emphasis on collaboration in learning because humans are social creatures and knowledge is contextual and cultural.
Schunk also makes the helpful observation that constructivists are not homogenous in their view of learning. At one end of the spectrum stands "exogenous constructivism," which "posits a strong influence of the external world on knowledge construction, such as experiences, teaching, and exposure to models" (Schunk, 2012, 232). On the other end of the spectrum stands "endogenous constructivism," which posits that knowledge does not "mirror the external world," but rather "develops through the cognitive activity of abstraction and follows a generally predicitable sequence" (Schunk, 2012, 232). Schunk places the work of Piaget in this category. The middle ground is held by "dialectical constructivism." This is a truly mediating position found in the work of Vygotsky and others that views knowledge as the product of "the outcomes of mental contradictions that result from interactions with the environment" (Schunk, 2012, 232.)
This latter point is what makes constructivism different from the other dominant epistemological framework, objectivism, which states that knowledge exists outside of the natural world and that the nature of education is to "discover" knowledge (Byrnes, 1998; Carswell, 2001). It is also this latter point that gives constructivism its unique position in the educational landscape.
Because knowledge is created, not discovered in an objectivist sense, constructivists place emphasis on the learner, rather than the instructor. The goal of education, then, is to provide learners with the freedom to construct knowledge by using their pre-existing awareness of the world around them. In this model, the instructor is a guide or facilitator of the learning process, not a "sage" with knowledge to pass on to learners (von Glasersfeld, 2008). Moreover, constructivists place a great emphasis on collaboration in learning because humans are social creatures and knowledge is contextual and cultural.
Schunk also makes the helpful observation that constructivists are not homogenous in their view of learning. At one end of the spectrum stands "exogenous constructivism," which "posits a strong influence of the external world on knowledge construction, such as experiences, teaching, and exposure to models" (Schunk, 2012, 232). On the other end of the spectrum stands "endogenous constructivism," which posits that knowledge does not "mirror the external world," but rather "develops through the cognitive activity of abstraction and follows a generally predicitable sequence" (Schunk, 2012, 232). Schunk places the work of Piaget in this category. The middle ground is held by "dialectical constructivism." This is a truly mediating position found in the work of Vygotsky and others that views knowledge as the product of "the outcomes of mental contradictions that result from interactions with the environment" (Schunk, 2012, 232.)
Constructivism and Online Learning
Constructivism has been seen by many practitioners as an essential model for online learning. Two examples illustrate the compatibility between constructivism and online learning. First, an active learning environment is vital in an online context. Julie Carwile (2007) notes six recommendations for encouraging active learning that are easily achieved in an online context*:
These constructivist principles are all readily achieved in an online context.
Second, instructors naturally fill the role of facilitator for this type of learning experience. Sanford Gold (2001) suggests that these facilitators, or moderators) have three roles. The first is an organizational role in which the moderator sets the agenda for discussion, objectives, timetables, etc. The second role is social, that is, the moderator is responsible for creating a friendly and safe atmosphere in which students have the freedom to learn. Finally, the moderator fills an intellectual role. In this role the moderator models positive good online and intellectual behavior for students. The moderator also facilitates the students' understanding of material by highlighting important concepts, asking pointed questions, and probing student responses.
*Carwile quotes Doolittle (1999), but I was unable to locate this resource at the address she cites.
- Learning should take place in authentic, real-world environments.
- Learning should involve social negotiation and mediation.
- Content and skills should be made relevant to the learner.
- Teachers serve primarily as guides and facilitators of learning, not instructors.
- Teachers should provide for and encourage multiple perspectives of content.
These constructivist principles are all readily achieved in an online context.
Second, instructors naturally fill the role of facilitator for this type of learning experience. Sanford Gold (2001) suggests that these facilitators, or moderators) have three roles. The first is an organizational role in which the moderator sets the agenda for discussion, objectives, timetables, etc. The second role is social, that is, the moderator is responsible for creating a friendly and safe atmosphere in which students have the freedom to learn. Finally, the moderator fills an intellectual role. In this role the moderator models positive good online and intellectual behavior for students. The moderator also facilitates the students' understanding of material by highlighting important concepts, asking pointed questions, and probing student responses.
*Carwile quotes Doolittle (1999), but I was unable to locate this resource at the address she cites.
thought questions:
- Behaviourism and constructivism have been seen as incompatible in many ways. Do you think this is true? If so, why? If not, how can the two theories be used together?
- Is it enough for an instructor to guide students in learning? Is it ever appropriate for the instructor to act as the "sage," dispensing knowledge? If so, when? How?
key words:
- Facilitator.
- Practical application.
- Learner autonomy.
- Learner initiative.
- Situated.
- Case-based.
- Learner control.
references:
Byrnes, J. P. (1996). Cognitive Development and Learning in Instructional Contexts. Boston: Allyn and Bacon.Carswell, A. D. (2001). Facilitating student learning in an asynchronous learning network. Dissertation Abstracts International, 62, 1110.
Byrnes, J. P. (1996). Cognitive Development and Learning in Instructional Contexts. Boston: Allyn and Bacon.Gold, Sanford (2001). A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Networks, 5, 35-57.
Schunk, Dale H. (2012). Learning theories: An educational approach (6th ed.). Boston: Pearson.
von Glasersfeld, Ernst. (2008). Learning as constructive activity. Antimatters, 3, 34-49.
Schunk, Dale H. (2012). Learning theories: An educational approach (6th ed.). Boston: Pearson.
von Glasersfeld, Ernst. (2008). Learning as constructive activity. Antimatters, 3, 34-49.
Byrnes, J. P. (1996). Cognitive Development and Learning in Instructional Contexts. Boston: Allyn and Bacon.Gold, Sanford (2001). A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Networks, 5, 35-57.
Schunk, Dale H. (2012). Learning theories: An educational approach (6th ed.). Boston: Pearson.
von Glasersfeld, Ernst. (2008). Learning as constructive activity. Antimatters, 3, 34-49.
Schunk, Dale H. (2012). Learning theories: An educational approach (6th ed.). Boston: Pearson.
von Glasersfeld, Ernst. (2008). Learning as constructive activity. Antimatters, 3, 34-49.
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