{"id":6,"date":"2018-10-21T12:54:56","date_gmt":"2018-10-21T19:54:56","guid":{"rendered":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/?page_id=6"},"modified":"2018-11-15T10:41:59","modified_gmt":"2018-11-15T17:41:59","slug":"constructivism-e-learning","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/constructivism-e-learning\/","title":{"rendered":""},"content":{"rendered":"<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nConstructivism &amp; E-Learning<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nThe 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 &amp; Schreurs, 2009). <\/span><br \/>\n<span style=\"color: #000000;\"><br \/>\nMany 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\u2019 perceptions with regards to the online experience, as it engages them in more authentic and collaborative experiences (Ruey, 2010).<br \/>\n<\/span><\/p>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nInstructional Strategies for The Constructivist Online Learning<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nIn 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.<br \/>\nThe 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.<\/span><\/p>\n<p><center><br \/>\n<iframe loading=\"lazy\" title=\"Constructivism and E-learning\" width=\"604\" height=\"340\" src=\"https:\/\/www.youtube.com\/embed\/Al_SReOmDtI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><\/center><\/p>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nFive-Stage Model to Facilitate Online Learning<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nSalmon (2002) proposed the following five-stage model to facilitate online learning:<\/span><\/p>\n<ol>\n<li><span style=\"color: #000000;\">Access and motivation.<\/span><\/li>\n<li><span style=\"color: #000000;\">Socialisation: establishing cultural and social learning environments.<\/span><\/li>\n<li><span style=\"color: #000000;\">Information exchange: facilitating and supporting the use of course materials.<\/span><\/li>\n<li><span style=\"color: #000000;\">Knowledge construction.<\/span><\/li>\n<li><span style=\"color: #000000;\">Development: achieve personal goals.<\/span><\/li>\n<\/ol>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nInstructional Principles for Social Constructivist Online Courses<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nHuang (2002) suggested that the following six instructional principles be considered when designing social constructivist online courses for adults:<br \/>\n<\/span><\/p>\n<ol>\n<li><span style=\"color: #000000;\">Interactive learning: interacting with the instructor and peers, rather than engaging in isolated learning.<\/span><\/li>\n<li><span style=\"color: #000000;\">Collaborative learning: engaging in collaborative knowledge construction, social negotiation, and reflection.<\/span><\/li>\n<li><span style=\"color: #000000;\">Facilitating a safe and positive online learning environment: necessary for building learners&#8217; trust.<\/span><\/li>\n<li><span style=\"color: #000000;\">Authentic learning: connecting learning content to real-life experiences.<\/span><\/li>\n<li><span style=\"color: #000000;\">Student-centered learning: emphasising self-directed and experiential learning.<\/span><\/li>\n<li><span style=\"color: #000000;\">High-quality learning: a focus on critical thinking skills and learners\u2019 reflections on their own lives.<\/span><\/li>\n<\/ol>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nConstructivist Model for Online Discussion Activities<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span style=\"color: #000000;\"><br \/>\nMurphy et al (2005) proposed a constructivist model to facilitate online discussion activities which involves the following three levels of facilitation:<br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"color: #000000;\">The instructor\u2019s mentoring: guiding the learners to develop cognitive and metacognitive skills.<\/span><\/li>\n<li><span style=\"color: #000000;\">Teaching assistants\u2019 (TA) coaching : monitoring learners in developing task management skills.<\/span><\/li>\n<li><span style=\"color: #000000;\">Learner facilitators\u2019 moderation: facilitating the required learning activities.<\/span><\/li>\n<\/ul>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nDiscussion Question 2:<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"padlet-embed\" style=\"border: 1px solid rgba(0,0,0,0.1); border-radius: 2px; box-sizing: border-box; overflow: hidden; position: relative; width: 100%; background: #F4F4F4;\">\n<p style=\"padding: 0; margin: 0;\"><iframe style=\"width: 100%; height: 2000px; display: block; padding: 0; margin: 0;\" src=\"https:\/\/padlet.com\/embed\/bd7yfsy9iyz3\" frameborder=\"0\"><\/iframe><\/p>\n<div style=\"padding: 8px; text-align: right; margin: 0;\"><a style=\"padding: 0; margin: 0; border: none; display: block; line-height: 1; height: 16px;\" href=\"https:\/\/padlet.com?ref=embed\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" style=\"padding: 0; margin: 0; background: none; border: none; display: inline; box-shadow: none;\" src=\"https:\/\/resources.padletcdn.com\/assets\/made_with_padlet.png\" alt=\"Made with Padlet\" width=\"86\" height=\"16\" \/><\/a><\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<table style=\"height: 2px;\" width=\"848\">\n<tbody>\n<tr bgcolor=\"#ffffff\">\n<td>\n<h3 style=\"text-align: center; color: #000000;\"><strong><br \/>\nReferences<br \/>\n<\/strong><\/h3>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ul>\n<li><span style=\"color: #000000;\">Huang, H. (2002). Towards constructivism for adult learnersin online learning environment. <em>British Journal of Educational Technology<\/em>, <em>33<\/em>(1), 27-37. Retrieved from <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/1467-8535.00236\" target=\"_blank\" rel=\"noopener\">https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/1467-8535.00236<\/a><\/span><\/li>\n<li><span style=\"color: #000000;\">Murphy, K. L., Mahoney, S. E., Chen, C. Y., Mendoza-Diaz, N. V. &amp; Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussion. <em>Distance Education<\/em>, <em>26<\/em>(3) 341\u2013366. Retrieved from\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/01587910500291454\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/01587910500291454<\/a><\/span><\/li>\n<li><span style=\"color: #000000;\">Ruey, S. (2010). <a href=\"https:\/\/onlinelibrary-wiley-com.ezproxy.library.ubc.ca\/doi\/epdf\/10.1111\/j.1467-8535.2009.00965.x\" target=\"_blank\" rel=\"noopener\">A case study of constructivist instructional strategies for adult online learning.<\/a> <em>British Journal of Educational Technology<\/em>, <em>41<\/em>(5), 706-720. DOI: 10.1111\/j.1467-x<\/span><\/li>\n<li><span style=\"color: #000000;\">Salmon, G. (2002). <em>E-tivities: the key to active online learning<\/em>. New York: Routledge Falmer. Retrieved from\u00a0<a href=\"https:\/\/www-taylorfrancis-com.ezproxy.library.ubc.ca\/books\/9781135114466\" target=\"_blank\" rel=\"noopener\">https:\/\/www-taylorfrancis-com.ezproxy.library.ubc.ca\/books\/9781135114466<\/a><\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Constructivism &amp; 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 &amp; Schreurs, 2009). Many studies have been conducted to examine the effectiveness of online courses based on a constructivist approach. The majority indicate [&hellip;]<\/p>\n","protected":false},"author":62260,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-6","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/6","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/users\/62260"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":87,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"predecessor-version":[{"id":666,"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/pages\/6\/revisions\/666"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/virtualconferenceconstructivism\/wp-json\/wp\/v2\/media?parent=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}