Blending Behaviourism and Constructivism: A Case Study in Support of a New Definition of Blended Learning

Abstract

Definitions of blended learning that refer to a combination of face-to-face and computer-mediated instruction focus on the transmission of information rather than learning. It has been argued that a definition of blended learning should provide for a blend of learning theories methods and technologies. When blending learning theories, behaviourism and constructivism should not be viewed as mutually exclusive opposites. This article presents a case of a distance learning workshop with asynchronous and synchronous learning and technologies ranging from WhatsApp to YouTube. The workshop contained a blend of direct instruction (behaviourism), construction (constructivism), an integration of the two, and an immersive experience of serendipitous learning. Various modalities of learning occurred during the same learning event. Sometimes the two modalities occurred simultaneously, suggesting that behaviourist and constructivist learning can be blended.

Theorising sociomateriality in online learning: cutting through the complexity

“…Restricting student learning to social is insufficient as learning is not limited to students but includes lecturers in behaviour from easy to complex ways. For example, Cronjé (2022) suggests that blended learning combines behaviouristic and constructivist teaching. Whereas behaviouristic education depends on lecturers as teachers (i.e., constructive entanglements), constructivist teaching is scaffolded with more reliance on students as learners (i.e., imbrications).…”

Pengembangan Model Pelatihan Reflektif Asesmen Alternatif Bagi Guru Pendidikan Anak Usia Dini

“…Selaras dengan peralihan Kurikulum 2006 yang disebut Kurikulum Tingkat Satuan Pendidikan/ KTSP ke Kurikulum 2013 menunjukkan perubahan pelaksanaan paradigma pendidikan dari behavioris ke konstruktivis. (Cronjé, 2019). Peralihan ini memberikan beberapa konsekuensi pada setiap aspek proses belajar mengajar, termasuk asesmen yang dilakukan oleh guru.…”

Model Pembelajaran ERCORe dipadu Blended Learning untuk Kemandirian Belajar Biologi Siswa

“…Kerangka dasar dari Blended Learning adalah pengembangan konsep berbasis konstruktivisme melalui proses pembelajaran yang memberikan pengalaman dan penyelidikan untuk memastikan konsep yang dibangun dan berasimilasi secara bermakna (Cronjé, 2021). Penelitian meta-analisis tentang blended learning (Barnard et al, 2009;Khoiruddin & Sutiani, 2022;Masban, 2021;Maskar et al, 2020) telah membuktikan keefektifan dalam proses pembelajaran.…”