PR Log - Global Press Release Distribution

Implications of Constructivism with Online Instruction

By Cynthia Joffrion
Dated: Jul 24, 2010

The purpose of this paper is to provide salient evidence that supports the implementation of the
constructivist theory in conjunction with online instruction.

The purpose of this paper is to provide salient evidence that supports the implementation of the
constructivist theory in conjunction with online instruction. Many argue that online instruction requires a
qualitatively new pedagogy built on a unique relationship between the instructor and the learners (Hung,
2002). Recently, the constructivist theory has received increased attention related to online instruction. In
fact, online learning is the newest form of distance education and is growing rapidly (Moabite, 1997). This
is due to the advancement of the Internet and the increased growth of online course offerings. The United
States Department of Education (2000) recently reported that the Internet promotes an e-learning agenda as
the centerpiece of our nation’s education policy. As a result, many educators are rethinking many aspects
of instructional delivery and looking to educational theory to guide them in the right direction its relation to
the relevant theory.
Educators now are focusing their attention towards teaching and learning theories, such as constructivism,
that can be applied to the online courses. According to Driscoll (2005), implementing constructivist
strategies with online instruction can be very effective as opposed to other media; therefore, it is important
to examine the relationship of constructivist theory to online instruction. There are numerous positive
reasons for the implementation of the constructivist theory in online instruction. The remainder of this
paper will review the constructivist theory and its application within the online instructional setting in terms
of online interactivity, course room design, facilitated learning, and teacher-student roles.
Online Interactivity
A key area of focus related to online instruction is the degree of interactivity experienced by online
learners compared to the traditional classroom instruction. Applying the constructivist theory in both
settings, it is evident that both the traditional classroom and the online classroom focus on the learner’s
control of learning processes, and they both narrow the gap between the school world and real-life society.
The online environment provides a more conducive setting for implementing the constructivist model. The
primary reason for this is the interactivity available in the online setting allows for enhanced social
interaction.
In the traditional classroom, social interaction is varied, but it is predominately teacher to student.
Occasionally, students work in groups or engage in an experiential learning activity. In this setting, the
social face-to-face interaction is important to the learning process. In contrast, the social interaction in the
online course room is profoundly different. The interactions occur through online discussions, e-mail
communications, instructor’s feedback, classmates’ feedback, group class projects, and browsing different
online sites. These types of interacts substitute for the traditional face-to-face, but in contrasting online
instruction with traditional instruction, the online learning environments provide much greater freedom of
control to the user (Laurillard, 1998). For social constructivists, learning should involve interaction with
other people or environments, which fosters potential development through instructors’ guidance or in
collaboration with more capable peers (Huang, 2002). In addition, constructivists are known for stressing
learners’ ownership of the learning process, experiential learning, and a problem-solving approach to
learning (Knowles et al., 1998). Therefore, the online course room provides an optimum environment to
apply the constructivist theories by allowing student control in an interactive environment.
Online interactions are deemed by research to be just as effective if they are well designed and foster
interactivity through the online community. The institute for Higher Education Policy (2000) identified
several benchmarks of quality for online courses. Two benchmarks which target the teacher and student
interacts were identified. First, student interactions with faculty and other students are an essential

Page 1/2
PR Log - Global Press Release Distribution

characteristic. This is facilitated through voicemail, email, and courseware. Second, feedback to student
assignments and questions is constructive and provided in a timely manner (p. 26). Online instruction does
not provide the opportunity for students and teachers to interact face-to-face; however, the numerous other
interactive opportunities make it the perfect environment for the constructivist mode. Online instruction
frees students from the restrictions of the classroom and allows them to experience the world. They are
then free to explore and seek knowledge that is meaningful to them. This exactly aligns to the
constructivist tools of meaningful, self-directed instructions.
Online instruction allows students to access learning materials and courses anytime. Yelon (1996) relates
that one principles of student-centered instruction is to provide learning opportunities on demand, which are
meaningful to the students. One of the most salient features of online learning is that it allows learning to
be place and time independent (Vrasidas & McIsaac, 2000). Online instruction gives the learner the
autonomy to arrange their learning around work or around their everyday activities. In keeping with the
constructivist view, learners have the freedom to chart their own learning course. They can take control
and be responsible for their learning.

Category Education, Research

Tags cynthia joffrion
Email Click to email author

Page 2/2