The traditional classroom is evolving as digital technologies facilitate learning "on the go" through mobile devices and online platforms. In the constructivist view, teachers are increasingly taking the role of coordinators of learning environments, and students actively participate in creating knowledge, expanding educational possibilities beyond physical classrooms.
Technology and constructivism can go hand in hand, and new technologies can be seen as aiding constructivist teaching and learning in a number of ways.
Online Classes / Learning
Online learning is very common today in higher education, and those working in the online space have been highly influenced by constructivist ideas. (O'Shea, 2021). Many see digital technologies and online learning spaces as aligned in constructivism, one way is the capacity for students to create their own learning paths through hyperlinks, promoting individual discovery (Anderson, 2008). In addition, learning in an online classroom can situate learners who may have not been able to attend a traditional classroom in a social and collaborative class. That is, learning online can allow students to share activities in a virtual synchronous or nonsynchronous time and space. In this view, collaboration and interaction can be enhanced by a digital environment.
MOOCs- Massive, Open, Online Courses
At the theoretical heart of a MOOC is the idea that open access is key, aligning with constructivist ideals. MOOCS can provide thousands of students with access to information and elite professors that have previously been off limits(Mathews and Landorf, 2016). MOOCs can often be self-directed. Piaget's cognitivist constructionism has evolved to include interaction with objects/materials as constructing meaning through a process of internal development (DeVries, 2000). “ cMOOCs are often co-constructed by the community of users, there are no start or ending dates, no specific entry points, and no requirement for completion” (Mathews and Landorf, 2016).
Simulations and Virtual Labs
Simulations emphasize active, experimental learning. While attempting to solve real-world inspired problems, learners are constructing their own understanding through interaction with the environment. Programs often simulate real-world scenarios (e.g., scientific experiments, engineering challenges), allowing learners to apply their understanding and new knowledge in practical situations.
Collaborative Document Platforms
Applications like Google Workspace (Docs, Sheets, Slides) and Microsoft Teams support real-time, interactive collaboration on documents, spreadsheets, and presentations. These tools let students contribute ideas, offer feedback, and build knowledge together, facilitating a shared constructivist learning experience.
AI-Powered Adaptive Learning Platforms
Tools, such as personalized learning apps, use generative AI and Large Language Models to personalize learning experiences based on each student’s progress. Adaptive learning aligns with constructivism by helping students build knowledge at their own pace and engage with content adapted to their current understanding or level .
Wikis and Collaborative Knowledge Repositories
Platforms like Wikipedia allow students in higher education to co-create knowledge by contributing to a shared database or repository. Writing in a wiki means actively constructing knowledge, and refining understanding through editing and collaboration.
Social Media, Online Discussion and Community
Schrader(2015) highlights the positive benefits of social media in relation to a social constructivist lens, including the opportunities to include an array of voices and perspectives from around the world would be extremely beneficial. Social Constructivism postulates that exposure to multiple perspectives can increase understanding and enhance critical thinking skills. Likewise, by actively engaging with one another, students in higher education engage by posting, commenting, questioning and interacting, showing a deep involvement in constructing their own learning experiences.
Blended Learning
According to Singh et. al. (2021) a blended classroom environment may encompass the best of both worlds. A blended course includes in-person classes accompanied by online tasks and activities, so it is a combination of face to face and online learning. The key element to Blended learning, as opposed to online learning, is that the online component is not s substitute for online classes, rather, the online section allows teachers to approach materials in a way that they cannot do in a face-to-face class. Likewise, the methods best presented face-to-face can be used in the traditional classroom. Sing et. al (2021) cite the pandemic as an impetus for a boom in blended learning across college and university campuses worldwide.
More in-depth critiques of constructionism can be found in the Criticism page of this website. Yet, some critiques are specifically aimed at how technology can hinder constructivist learning. Primarily, the concern can be seen in the meaningfulness of social interaction online. Mathews & Lanford(2016) question the effectiveness of learning without a social presence, and some research does suggest that online learning, because it reduces face to face interaction, can lead to more difficulty forming relationships with peers, and engaging in spontaneous discussions that collaboration face-to-face allow for. (Garrison et. al, 2000). Ideas of accessibility gaps related to technology are also valid.
The MET (Master of Educational Technology) is a prime example of a constructivist classroom online. View the Course descriptions here in the course calendar - what examples can you find of constructivist education? Focus on MET 512.
Write your answers to these questions in the padlet below:
Look at the course MET 512. . From the course description, or your personal experiences in the course, what aspects have aligned with constructivist educational theory?
References:
Anderson, T. (2008). Chapter 2: Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning (pp. 45-74). Athabasca University Press.
Brown, L. (2014). Constructivist learning environments and defining the online learning community. Journal on School Educational Technology, 9(4), 1-6. https://files.eric.ed.gov/fulltext/EJ1097626.pdf
Brock University. (2019, January 28). Constructivist theories of learning and online course design [Video]. YouTube. https://www.youtube.com/watch?v=XO0-L1W7-Io
Mathews, S. A., & Landorf, H. (2016). Developing a Framework to Evaluate the Potential of Global Learning in MOOCs. New Horizons in Adult Education & Human Resource Development, 28(4), 3-14.
O'Shea, S. (2021). Imagining the constructivist student online. In Reimagining the higher education student (pp. 97-113). Routledge. https://doi.org/10.4324/9780367854171-7
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems Journal of Educational Technology Systems, 50(2), 140-171.
Lopukhova, Y., Makeeva, E., & Zhuravleva, O. (2020). Developing constructivist learning environment to enhance online courses. ARPHA Proceedings, 3. https://doi.org/10.3897/ap.2.e0123
Schrader, D. E. (2015). Constructivism and learning in the age of social media: Changing minds and learning communities. New Directions for Teaching and Learning, 2015(144), 23-35.
Garrison, D. R., Anderson, T., & Archer, W. (2000). "Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education." The Internet and Higher Education.