Developed from cognitivism (Treasure, A.), constructivism sees knowledge as subjective. Learners do not acquire knowledge – they construct it from their perceptions (Bates, 2022) in the context of their views, culture, and experiences (Brau, 2022). Below are some of the key researchers, the main implication of their work for learning teaching and learning, and approximately when they did their related work.
Key Researchers in Cognitivism
1930s-1950s
Jean Piaget
The mental processes of accommodation and assimilation are how learning occurs (Brau, 2022).
Early 1900s
John Dewey
Learners learn best through real world activities (Brau, 2022).
1970s-1980s
Lev Vygotsky
When working in groups, there is a shared meaning created. However, the teacher (or other “more knowledgeable other”) can still play a pivotal role in learning (Brau, 2022).
Bates, A.W. (2022). Chapter 2.5 - Constructivism. Teaching in a Digital Age. 3ed. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-4-constructivism/
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Brau, B. (2022). Connectivism. In Kimmons, R., ed. Educational Research Across Multiple Paradigms. Retrieved from https://open.byu.edu/education_research/constructivism
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Treasure, A. (May 9, 2024). Building Knowledge One Brick at a Time. eLearning Industry. Retrieved from https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory
Implications for Learning Design: There are distinct types of learning activities learning designers can use that are advocated by constructivist views. Some of these are reflection papers, small group work, problem solving (when approached using constructivist ideals), and discussions (Bates, 2022). Lectures would be at a minimum, replaced by these more active, collaborative approaches (Treasure, 2024). Vygotsky’s concept of Zones of Proximal Development can help learning designers incorporate the appropriate level of support from the instructor. Similarly, designs using scaffolding step the students through as students increase their understanding (Pappas, 2023). Constructivist approaches to teaching are more common in less quantitative subjects than they are in more quantitative subjects (Bates, 2022).
Bates, A.W. (2022). Chapter 2.5 - Constructivism. Teaching in a Digital Age. 3ed. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/section-3-4-constructivism/
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Pappas, C. (May 9, 2023). A Guide to Vygotsky’s Zone of Proximal Development and Scaffolding. eLearning Industy. Retrieved from https://elearningindustry.com/guide-to-vygotskys-zone-of-proximal-development-and-scaffolding
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Treasure, A. (May 9, 2024). Building Knowledge One Brick at a Time. eLearning Industry. Retrieved from https://elearningindustry.com/everything-you-need-to-know-about-the-connectivism-learning-theory
I believe constructivism has many merits in Higher Education Learning Design. The list of learning activities consistent with this view are varied and appropriate in a higher education realm. The social nature of the approaches also seems beneficial in a higher education setting.
However, as was alluded to in the implications, a constructivist approach seems less natural in more quantitative fields. Similarly, those trying to achieve lower levels of learning (say in the beginning of a lower-level course when the primary requirements are concerned with recall) before progressing on, may need more structured learning. As such, constructivism may not be the best choice in all situations. Also, it seems that assessment may be more difficult within this paradigm.
Scenario: Teenagers learning coping skills for a variety of stressful situations. The learners will work together to learn about various coping skills to help with stressful situations. They will make these coping skills their own, creating a practice they can do in non-stressful situations to prepare them for when stressful situations arise (and are later simulated in the course).
ZPD Skills:
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Recall and understanding of coping skills
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Practice coping skills in non-stress situations
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Implementing coping skills in stressful situations
Scaffolding and Social Constructivism Strategies:
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Social Constructivism - Reciprocal Teaching would be used for recall and understanding of coping skills presented in a selected reading. In groups, rotating the teaching position, the students can cycle through the strategies of predicting, question generating, clarifying, and summarizing (Reciprocal Teaching, n.d) with the instructor checking in periodically to answer any questions from the group and follow their progress, helping if needed.
Scaffolding Strategy - Practicing coping skills in non-stressful situations could be done with scaffolding. First, the instructor would discuss how to do the practice. Next, they would demonstrate the practice. Then, they would do the practice along with the students. Finally, they would have students try it on their own.
Differentiation: Students will be presented with artificial/practice stressful scenarios. Some students may not want instructor input on which coping skills they choose to implement in stressful situations, others may prefer more guidance.
Reciprocal Teaching. (n.d.) AdLit. Retrieved from: https://www.adlit.org/in-the-classroom/strategies/reciprocal-teaching