Online Course Pedagogy and the Constructivist Learning Model

Abstract

The constructivist learning model applies well to the current emphasis in business schools to have more experiential learning. Students construct their own knowledge, guided by their instructors, and learn how to create and extend mental processes for solutions to problems. Another aspect of current college students is that they want to consume everything from education to music to social interaction via information technology on an "any time/any place" basis. Online course pedagogy meets the structural needs for students to consume academic coursework any time and place while also developing their analytical skills and extending their communication skills.

The personal experience of online learning: An interpretative phenomenological analysis

“…Student interaction is fundamental in establishing social and academic cohesion between students (Perez-Prado & Thirunarayanan, 2002;Rovai & Wighting, 2005;Shea et al, 2014) and the online environment has been touted as a means of promoting constructivist learning (Schell & Janicki, 2013). However this study has highlighted how communication difficulties may act as a barrier to effective interaction.…”

“…It has been suggested that the online environment is an effective platform for promoting constructivist learning as it meets needs for http://dx.doi.org/10.1016/j.chb.2015.05.015 0747-5632/Ó 2015 Elsevier Ltd. All rights reserved. students to access academic coursework at any time while enhancing communication skills (Schell & Janicki, 2013). However constructivism's focus on group activities that facilitate collaborative learning via peer-peer interactions may present challenges for the online learning environment (Huang, 2002).…”

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

“…Over the past two decades, online learning has evolved from an instructor-centred to a studentcentred paradigm; instructionist and constructivist models underpin these paradigms respectively [10]. This paradigm shift necessitates greater prominence of instructor feedback in providing guideposts, mentoring and coaching learners, and designing assessments which by themselves provide feedback on learning milestones.…”

Higher Education Students' Preferences for Applying the Principles of Constructivism in Learning Programming Languages with the Use of ICTs

“…Researchers have argued that the implementation of constructivist principles has the potential to improve the efficiency and effectiveness of teaching and learning (Pratton & Hales, 1986;Santmire, Giraud, & Grosskopf, 1999) and to prepare lifelong learners (Huang, 2002). Constructivist model of teaching on the college level would be more effective than the traditional approach, where the students would be more actively involved in the learning processes (Schell & Janicki, 2013).…”

“…The widespread use of technologies for educational purposes among university students and faculty members requires pedagogical and instructional changes and support (Gilakjani et al, 2013). The principles of constructivism have been recommended as appropriate for shaping teaching and learning processes in educational environments that use ICTs (Oliver, 2002;Bailey & Card, 2009;Schell& Janicki 2013;Gilakjani et al, 2013).…”