Constructivism and computer‐mediated communication in distance education

Abstract

The fields of learning theory and instructional design are in the midst of a scientific revolution in which their objectivist philosophical foundations are being replaced by a constructivist epistemology. This article describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance Limitations of Distance Learning TechnologiesIn an effort to supplement or replace live face-to-face instruction, technologicany mediated distance learning has more often than not merely replicated the ineffective methods that limit learning in face-to-face classrooms (Turoff 1995). Too often, potentially interactive technologies are used to present one-way lectures to students in remote locations. However, we believe that the most valuable activity in a classroom of any kind is the opportunity for students to work and interact together and to build and become part of a community of scholars and practitioners (Selfe and Eilola 1989;Bates 1990;Seaton 1993;Nalley 1995). A good learning experience is one in which a student can "master new knowledge and skills, criticany examine assumptions and beliefs, and engage in an invigorating, collaborative quest for wisdom and personal, holistic development" (Eastmond and Ziegahn 1995, 59). Technology used in distance education should facilitate these "good learning experiences" in an "extended classroom model" rather than broadcast teacher-centered lectures and demonstrations (Burge and Roberts 1993). A significant impediment to this goal is the fact that many teachers and instructional designers come to distance education from traditional backgrounds, bringing with them assumptions about teaching and learning that are not theory-based and do not translate well to technologicany mediated instruction (Schieman, Taere, and McLaren 1992). 7Our purpose here is to promote well-designed, mediated instruction that moves the teacher from podium to sideline, from leader to coach, from purveyor of knowledge to facilitator of personal meaning making (Romiszowski and de Haas 1989;Beaudoin 1990;Gunawardena 1992;Burge and Roberts 1993). Our belief is that technology can be used to create communities of learners and practitioners and can facilitate the interactions and activities necessary for solving real-world problems (Burge and Roberts 1993). Our focus in this paper is to show how constructivism can help us reconceptualize distance education by using the new technologies to significantly alter how we conduct distance education (Morrison and Lauzon 1992). Constructivist principles provide a set of guiding principles to help designers and teachers create learner-centered, collaborative environments that support reflective and experiential processes. Students and instructors can then build meaning, understanding, and relevant practice together and go far beyond the mere movement of information from instructors' minds to students' notebooks.

Requirements for a virtual environment to support the social participation education of low-literates

“…Consequently, societal participation learning support should provide various methods of social interaction and collaboration in learning, in either fully digital or blended forms, and encourage the application of these possibilities in the learning process. Many existing e-learning theories and applications posit this social constructivist view of learning, where personal meaning-making and the social influences of peers and teachers shape the learning process and outcomes [41,57,58]. Initially referring to computerand ICT-supported distance learning and computer conferencing, e-learning now encompasses a style of learning that focuses on learner collaboration, technology-supported communication methods, and the formation of digital communities of inquiry [40].…”

Rethinking Learner Support: The challenge of collaborative online learning

“…However, this should not be used to oversimplify such technology applications and their effects. Third generation ODL will not necessarily be collaborative and constructivist (Garrison, 1997;Jonassen et al, 1995) just by virtue of the use of these technologies. The social interaction and virtual presence that can be delivered, require the integration of both pedagogy and technology and practical commitment to collaboration in learning.…”

Continuing Professional Development

“…Different strategies have been advocated for this: group consciousness-raising (Mezirow, 1990), critical incident analysis (Brookfield, 1990), learning journals (Moon, 1999), and others. Jonassen (1994) in the schematic web of constructivism underlines the role of articulation and reflection in both internal negotiation and social negotiation of meaning, and distinguishes between experiential knowledge and reflective knowledge (Jonassen et al, 1995). Garrison and Anderson (2003) further pursued education as inquiry and for inquiry (Lipman 1991), and based on reflective thinking of Dewey (1933), presented the practical inquiry model for online learning in which critical thinking is viewed as 'an inclusive process of higher-order reflection and discourse ' (p. 56).…”