E-learning and constructivism

Learning & Teaching Enhancement Unit (LTEU) Canterbury Christ Church University College www.canterbury.ac.uk BRIEFING PAPER

E-learning and constructivism Author: Date: Revision: Susan Paurelle Learning Technologist - LTEU October 2003 1

Aim Of This Briefing Note This briefing note will provide an overview of why constructivist pedagogy is often linked to e-learning and explore the various online tools which can be used by tutors to embed constructivist ideas into their courses. 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 centre 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 centre 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 centre of the learning experience. constructivist pedagogy sees knowledge being built and applied according to individual experience. Elearning enables context-based, work-based learning. with the learner at the centre 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. Elearning 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.

E-learning and constructivism

Learning & Teaching Enhancement Unit BRIEFING PAPER

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 prove 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 dictate 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.

Getting Started Please contact your Faculty Learning Technologist for information about using online tools to aid constructivist pedagogy. Contact details are on the Learning & Teaching Enhancement Unit web site at http://lteu.cant.ac.uk/. References & Resources Weller, M. 2002, Delivering Learning on the Net, London Kogan Page

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