Constructionist Approach Instructional Model in the Digital Learning Ecosystem to Promote Self-Directed Learning Skills

Abstract

Self-directed learning (SDL) skills have become essential in the newly emerging economy and society with advanced technology. The objectives of this study were to develop a constructionist instructional model in a digital learning ecosystem (DLE) to promote SDL skills. The research was divided into 2 phases in terms of instructional design models. The first phase was model development. It involved syntheses of the related literature. The second phase was model validation. This was conducted with the help of 7 experts who had doctoral degrees as well as expertise and experience in instructional design. The results of the model development phase showed that instruction in constructionism consists of 5 stages: challenge, search, design, design, and evaluate. It was also found that a DLE consists of both biotic and abiotic components that trigger interactions within the ecosystem. In addition, SDL skills consist of the ability to be a self-motivated learner, the ability to learn efficiently, and the ability to self-assess one’s learning. The results of the model validation phase showed that all 7 experts agreed that the instructional stages and components of the instructional model developed were extremely suitable. This instructional model can be used in real classrooms and can enhance SDL skills.

Influence of Learning Activities Based on the Constructionism Approach in Digital Learning Ecosystem on Self-directed Learning Skills

“…It encompasses the ability of the individual to independently search for sources of information out of curiosity, connect new ideas with existing knowledge, check understanding, inquire about things not understood, synthesize newfound knowledge, and apply it in real-world scenarios [23]. Techakosit and Rukngam [21] have proposed that SDL skills encompass three abilities: 1) the ability to autonomously motivate oneself to learn, create…”

“…Teachers assume the role of learning facilitators and advisors, guiding students towards achieving learning objectives by engaging in the creation of artifacts, fostering creativity, and tackling problem-solving while working on their assignments [25]. Techakosit and Rukngam [21] have proposed an instructional model that embodies the principles of the constructionism approach, consisting of six steps (see Figure 1). The first step, labeled "challenge," aims to inspire learning by posing questions about current issues or challenges, motivating the students to become active contributors to society.…”

“…Consequently, when ICT acts as the connecting network for the components involved in learning, it becomes a DLE. Techakosit and Rukngam [21] categorized the components and features of a DLE into two groups: 1) the biotic components that assume roles related to teaching and learning with regard to students, teachers, and external experts, and 2) the abiotic components comprising digital tools that facilitate both formal and informal learning, including computers, the Internet, and software applications. The key characteristic of a DLE is that it focuses on creating a learning environment where learning outcomes result from interactions among its components and where digital tools are employed to help students achieve their learning objectives.…”

“…SDL skills questionnaire: In the context of this study, an SDL skill questionnaire was developed. It contains 50 questions using a five-level rating scale and items aligned with the concept of the SDL skill framework proposed by Techakosit and Rukngam [21]. The content validity of this assessment procedure was examined using the index of item-objective congruence (IOC) with the assistance of five experts, all of whom hold PhDs in instructional design and have significant experience in teaching and research in instructional design.…”

“…In order to build upon previous research, this study focuses on investigating the promotion of SDL skills resulting from the influence of an instructional approach integrated with digital technology. In this study, we have utilized the learning activities associated with the constructionism approach in a DLE, a model developed by Techakosit and Rukngam [21]. The objective of this study is to investigate the impact of the constructionism approach in a DLE on SDL skills and learning achievement.…”