E-LEARNING AND CONSTRUCTIVISM

Why is e-learning often linked to constructivist pedagogy?

Constructivism is now one of the dominant pedagogies used in education.
It encourages learners to build their own knowledge based on individual
experience and apply this directly to their environment. The focus is on
learning rather than teaching with the individual at the center of a social
process.

Constructivism is often considered the ideal pedagogy for e-learning as it
both draws upon the strengths of the medium and best overcomes it
weaknesses:

Constructivist pedagogy sees the learner at the center of the
learning experience rather than the tutor. In the e-environment it is
difficult to maintain the traditional role of the tutor, but more than
that, that Internet forces the student to actively engage in their
learning and gives them such a degree of choice of what to study,
where to study, how to study and with whom. It is thus accelerating
the process of placing the student at the center of the learning
experience.

Constructivist pedagogy sees knowledge being built and applied
according to individual experience. E-learning enables context-
based, work-based learning. With the learner at the center of the
learning experience, students need to take responsibility for the
learning. Online technologies easily allow students to record and
reflect upon their learning.

Constructivist pedagogy sees the learner as an active participant in
their learning experience rather than a passive vessel to be filled
with information. E-learning forces learners to be adventurers
seeking out information, making connections and building
knowledge.

Constructivism sees learning as a social experience; hence dialogue
and collaboration are crucial. E-learning easily enables
communication between learners without the barriers of time and
place.

E-learning applications that can support constructivist
pedagogy

Tutors and course builders can embed various constructivist elements
within e-based courses. They can:

Develop online resources: Any form of online information or
communication resource has the potential to allow knowledge to be
directly put into practice. Today, it is thus a key element of any
work -based learning.

Make use of a discussion board: Use of a discussion board enables
students to share ideas, gain new knowledge and collaborate
without having to be physically together. The global nature of the
Internet also means that this dialogue can also cross-continents,
time zones and cultures, enabling new perspectives and greater
understanding amongst learning communities.

Use hyperlinks within web-based resources: Linking to other useful
online resources allows learners to journey on a process of
discovery.

Personal Development Portfolios (PDPs): Electronic PDPs enable
students to easily audit, record and reflect on their learning.

Build in interactivity: Learning should be an active rather than
passive process. Online tools such as quizzes and discussion boards
easily allow learners to interact with content and test their
knowledge.

Constraints

A number of possible factors must be considered when using
constructivist pedagogy online.

It can be unsettling for learners that are more familiar with an
instructional approach. Students need new skills to be confident in
seeking out information, reflecting on their knowledge and sharing
their views through written text with others. All this in addition to
being confident in using ICT and the Internet. One of the key
implications of constructivist e-learning is therefore the need for
students to develop learning to learn skills.

Group work in particular can be proved difficult online. Weller
(2002) reminds of the lack of visual clue and the need for good
written communication skills. Furthermore, some students, for a
variety of reasons -learning style, dyslexia, etc. may not be happy
working collaboratively online preferring to work on their own.
Finally, as Weller (2002) reminds us the requirement to work
collaboratively "does run counter to the flexibility offered by
distance education".

Constructivism does not suit all learning topics. The nature of some
topics dictates that these need to be taught in an instructional
manner.

Instructionism is often a more efficient means of imparting
standard knowledge. However, although a constructivist approach
can be time-consuming, understanding may well be deeper.

The design of any learning experience should be based upon the
perceived needs and experience of the student body and on the
nature of the topic.

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teaching-enhancement-unit/publications/FLT-briefing-notes/e-
learning-and-constructivism.pdf