Constructivism & E-Learning


The expansion of online courses and the advancements in educational technology tools have brought much attention to constructivism and how it relates to an e-learning environment (Koohang, Riley, Smith & Schreurs, 2009).

Many studies have been conducted to examine the effectiveness of online courses based on a constructivist approach. The majority indicate that using constructivism is changing the learners’ perceptions with regards to the online experience, as it engages them in more authentic and collaborative experiences (Ruey, 2010).


Instructional Strategies for The Constructivist Online Learning


In this page, we focus on the application of theory in the e-learning setting, and you will be introduced to a few of the instructional models which are based on the constructivism.
The following video is a simple illustration of how a constructivist-based instructional design can be used to enhance the learning experience in an online environment.



Five-Stage Model to Facilitate Online Learning


Salmon (2002) proposed the following five-stage model to facilitate online learning:

  1. Access and motivation.
  2. Socialisation: establishing cultural and social learning environments.
  3. Information exchange: facilitating and supporting the use of course materials.
  4. Knowledge construction.
  5. Development: achieve personal goals.


Instructional Principles for Social Constructivist Online Courses


Huang (2002) suggested that the following six instructional principles be considered when designing social constructivist online courses for adults:

  1. Interactive learning: interacting with the instructor and peers, rather than engaging in isolated learning.
  2. Collaborative learning: engaging in collaborative knowledge construction, social negotiation, and reflection.
  3. Facilitating a safe and positive online learning environment: necessary for building learners’ trust.
  4. Authentic learning: connecting learning content to real-life experiences.
  5. Student-centered learning: emphasising self-directed and experiential learning.
  6. High-quality learning: a focus on critical thinking skills and learners’ reflections on their own lives.


Constructivist Model for Online Discussion Activities


Murphy et al (2005) proposed a constructivist model to facilitate online discussion activities which involves the following three levels of facilitation:

  • The instructor’s mentoring: guiding the learners to develop cognitive and metacognitive skills.
  • Teaching assistants’ (TA) coaching : monitoring learners in developing task management skills.
  • Learner facilitators’ moderation: facilitating the required learning activities.


Discussion Question 2:

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References