A case for the use of constructivism in distance learning:
Aligning constructivist and adult learning theories within online technologies can help gauge how they are used successfully for learning at a distance. Constructivists view knowledge as constructed by learners through social interaction with others, and place great importance on the “socio-cultural context in which learning takes place and how the context has an impact on what is learned” (Huang, 2002). Learners learn actively and construct new knowledge based on their prior knowledge, and with the support of cognitive tools, learners can discover rich resources to solve problems and construct knowledge. For example, “synchronous and asynchronous discussions focus the development of knowledge-building communities where participants share information in the pursuit of a meaning, and reflect on the knowledge that they have constructed” (Huang, 2002).
To address concerns that “distance learning loses some humanity or it forms social isolation”, or “collaborative learning is in conflict with individual differences” (Huang, 2002), successful constructivist and social constructivist models provide a safe environment conducive to interaction, social negotiation, and individual experience. Students are able to express themselves freely, share ideas, and ask questions that promote reflective responses. Through asynchronous and synchronous discussion, students are given freedom to select and arrange their learning processes with other learners. By being distant from instructors and peers, the student takes ownership of his/her learning process through autonomy, self direction, and motivation.
Another concern of distance learning environments is authenticity of learning. Critics argue that only real-world, case-based environments can provide for meaningful and authentic knowledge. However, learners “must learn how to manage, analyze, critique, cross-reference, and transform the information presented to them into valuable knowledge” (Huang, 2002). When given a safe environment to interact with teachers and peers, the learner constructs knowledge in a way that is authentic to them. Using a constructivist approach to distance learning provides students the social interaction necessary to elicit reflective responses where the learner is able to build his her own authentic knowledge based on individual experience.
Reference:
Huang, H.-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.
