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While constructivist theories hold much promise for the future of education, there are some limitations and constraints that should be considered, especially when being applied to online education settings. Three of the main restricting elements are listed below, along with some supporting papers and prompting thoughts. Feel free to peruse and then add your thoughts (to the prompts or others) as to why these would cause some restriction in an online environment.
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These can include time developing authentic learning tasks, student/teacher communication, and evaluation of learner achievement.
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- Arbaugh, J. B. and Rau, B. L. (2007) A Study of Disciplinary, Structural and Behavioral Effects on Course Outcomes in Online MBA Classes, Decision Sciences Journal of Innovative Education, 5, 1, 65-95. http://dx.doi.org/10.1111/j.1540-4609.2007.00128.
- Holloway, J. H. (1999). Caution: constructivism ahead. Educational Leadership, 57(3), 85–86.
- Huang, H. (2002), Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33: 27-37. doi:10.1111/1467-8535.00236
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They have been shown struggle with constructivism, and the problems can be exacerbated in an online learning environment.
- Mbati, Lydia. (2012). Online learning for social constructivism: Creating a conducive environment. Progressio. 34. 99-119.
- Paul A. Kirschner, John Sweller & Richard E. Clark(2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching,Educational Psychologist, 41:2,75-86,DOI: 10.1207/s15326985ep4102_1
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In today’s digital world, advancement happens at such a fast pace.
- Schell, G. P. and Janicki, T. J. (2012) Online Course Pedagogy and the Constructivist Learning Model,Journal of the Southern Association for Information Systems, 1, 1, 26-36. Retrieved from http://dx.doi.org/10.3998/jsais.11880084.0001.104
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