Toward constructivism for adult learners in online learning environments - Review

Toward Constructivism for Adult Learners in Online Learning Environments

Huang attempts to develop some insights into the constructivist theories specifically applied to online learning environments. Huang makes a case for constructivism as the principle theory in developing online courses for adults. To make this case the author highlights principles in adult learning theory and constructivist theory. Salient components of adult learning behaviors include, being self directed, identifying a need to learn, readiness to learn, incorporation of life experiences, engaging in the orientation of learning and possessing the motivation to learn.

Anderson,(2004) define some constructs of constructivism theory and outline implications for online learning. Major points identified in the online book (Anderson, et. al) are congruent with points made in Huang’s article.

Learning as an active process, engaging students where they are and promoting movement in higher order thinking are areas noted in both Huang’s article and Anderson’s book. Huang explains “issues of constructivist approach on online learning,” with clarity and reasonable detail; the article then gives cues on how to use this learning theory in adult online courses. The difficulty with the article, though deliberate in its attempt, it that is falls short of making all of the true connections it proposes.

The connection between adult learning theory and constructivism and distance learning theory are not well strung together, although a strong link is made between constructivism and adult learning theory. The reader is forced to fill in gaps of information about distance learning theory. Huang gives an overview of the construct interaction but does not clearly attribute any one concept to distance learning theory. It can be troublesome for the reader to understand constructs of distance learning theory from this article and it appears from the abstract that a definition is forthcoming.

Interaction is a central concept in distance learning theory (Anderson, 2004 and Wanstreet, 2006), however, it is not the only concept. The reader would be better served with a more deliberate attempt to distinguish a couple of themes from each theory and discuss how they affect each other or are built upon each other.

On a more positive note, the article is straightforward and easy to read. The reader is able to come away with an understanding of the need to utilize multiple theories across disciplines when creating online courses.

Huang, H., (2002),Toward constructivism for adult learners in online learning environments, British Journal of Educational Technology, 33(1), 27–37.