Running head: CLOUD COMPUTING AND CONSTRUCTIVIST THEORY 1

The Benefits of Cloud Computing Merged

With Constructivist Learning Theory

Alyssa L. Reph

Wilkes University

CLOUD COMPUTING AND CONSTRUCTIVIST THEORY 2

Abstract

This paper examines two case studies researching the correlation between constructivist learning

theory and cloud computing. Denton (2012) explains cloud computing in terms of constructivist

and cooperative learning theories, and applications to the classroom setting. Schneckenberg

(2014) explores cloud computing through the lens of constructivist theory in a case study

involving five college business courses. Both studies (Schneckenberg 2014, & Denton 2012)

address the links between constructivist learning and the use of cloud computing, along with

students positive perceptions of both the course content and technology used. Holschuh and

Caverly (2010) support the use of cloud computing for collaboration, aligning with the

constructivist learning theory. Cloud computing when utilized in a constructivist learning

framework has been shown to deepen students understanding of content, increase desire to use

cloud computing with future students, and adequately equip them for success in future

occupations.

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The Benefits of Cloud Computing Merged

With Constructivist Learning Theory

Introduction

What exactly is the cloud, and how can it be applied in the field of education? Furthermore,

what effect will this new technology tool have on students and their learning? Cloud computing

can be defined as taking a variety of web 2.0 applications and merging them with a software-as-

a-service (SAAS) platform (Schneckenberg, 2014). According to Schneckenberg (2014),

centralized data storage and the SAAS model creates a ubiquitous collaboration infrastructure

(p. 417). Constructivist learning theory is driven by social interaction, in which social exchanges

allow students to question previously held beliefs, and try out new ideas, according to

Schneckenberg (2014). Cloud computing when utilized in a constructivist learning framework

has been shown to deepen students understanding of content, increase desire to use cloud

computing with future students, and adequately equip them for success in future occupations.

Method

In the case study conducted by Denton (2012), a class of graduate education students

explored cloud computing through both cooperative and constructive learning activities as they

studied creation of assessments. Dentons students learned constructively through working on the

cloud as opposed to paper and pencil. The teacher displayed the work on the board as students

added to it, which transformed a static experience into a collective, interactive exercise. The

work was then saved from class instead of being erased from the board, serving as a reference for

students to review concepts later. For group discussions, Dentons class held discussions in the

cloud rather than having the teacher facilitate the interactions. Students could then add input

immediately, and view others responses as theyre typing.

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Students worked in groups to create a website demonstrating examples of assessment

techniques, used Google Docs to share information, and made a diagram in Google Drawing to

display samples of formative and summative assessments. Cooperative and constructivist

learning was integrated as students used Google Presentation for collective note taking, and

assisted in choosing criteria and points for each on a rubric done on Google Spreadsheet with

teacher input. At the end of the course, an inventory was taken to determine both the learning of

content and thoughts regarding the use of cloud technology to improve learning. The inventory

was completed in Google Forms, and composed of 4 Likert scaled items.

Schneckenberg (2014) also desired to explore the relationship between constructivist learning

and cloud technology in his three-year study with five college business courses. Schneckenberg

(2014) pursued Interconnections between methods of social constructionism and cloud

computing properties which enhance collaborative learning experiences of students in the

classroom (p. 412). Utilizing Google Apps for Education as the tool, Schneckenbergs ultimate

goal was to learn how students use cloud computing tools to collaborate, and how that affects

their communication and reflection in the classes. His two main questions were: How does cloud

computing combined with constructivist teaching enhance collaborative learning? Does the

learning further creative thinking as well as problem-solving skills (Schneckenberg, 2014)?

He reasoned that in order for peer-to-peer interactions to take place, teachers must give up

some control of classroom events for true collaboration to take place. At the start of the courses,

seats were repositioned to create circular tables as opposed to typical rows. With this slight

change, Schneckenberg facilitated more communication, and the power distance diminished

(p. 421) between teacher and students. Also, each student selected a research topic on their own,

and presented articles to the class. As they spoke, two other students reflected online through
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microblogging, and shared at the end of the discussion. The teacher asked questions throughout

to stimulate dialogue and wrapped up with a conclusion at the end; the role of teacher shifted

from facilitator rather than lecturer (p. 421). Students also had a drawing assignment, where

they were to represent concepts on paper. How is this related to cloud technology you may

wonder? The student work was hung on the wall, and their peers added post-its with thoughts

and reflections about the designs. Photographs were taken of the work, and shared through cloud

computing to access later. Both formal (course evaluation) and informal feedback (student

perception) sheets were distributed and collected to gather student input on perceptions of using

cloud computing and constructivist learning design.

Results

In the study conducted by Denton (2012), students agreed that they would use Google Docs

with students and would also have their students create websites using Google as well. While

some may think that technology can be disruptive and distractive, these students thought quite

the contrary. They decided that they understood concepts better as a result of technology

inclusion. These results agree with Schneckenberg et. al (2011) where students responded

positively to using Google Docs in a constructivist learning setting.

Schneckenberg (2014) believed that Google Apps was found to support and document

collaborative learning activities (p. 423). Holschuh and Caverly (2010) support the use of cloud

computing for collaboration, citing the example of Google Docs to share files instead of emailing

back and forth, while removing the necessity to convert file formats. The students in the course

ended with above average grades, enjoyed a positive classroom ambience, and their anxiety

faded. The participation modes differed, and therefore met the needs of introverted students,
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enabled instant access to others reflections, higher-level reflections amongst group settings, and

students were calmer during assignments.

Conclusion

Denton (2012) explained that using cloud technologies with pre-service teachers influences

them to use these with their classes later as well, and instruction which integrates the use of

cloud technologies shows tremendous potential (p. 39). Schneckenberg noted that cloud

computing and constructivist theory mutually reinforce each other in the classroom (p. 429).

Additionally, cloud computing allows for more open pathways to meet learning goals

(Schenkenberg, 2014 p. 427) expanding the avenues for instruction, learning, and assessment.

Teachers can easily adapt cloud technology to already applied learning theories. Furthermore,

though the study conducted by Schneckenberg was small-scale in the five classrooms, it imitates

the large-scale information sharing of business settings. In conclusion, if cloud computing would

be utilized to enhance already present constructivist learning theories in the classroom, students

would be better-equipped to collaborate currently and have the skills to succeed in future

occupations.
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References

Denton, D. (2012). Enhancing instruction through constructivism, cooperative learning, and

cloud computing. Techtrends: Linking Research & Practice To Improve Learning, 56(4),

34-41. doi:10.1007/s11528-012-0585-1

Holschuh, D. R., & Caverly, D. C. (2010). Techtalk: Cloud computing and developmental

education. Journal Of Developmental Education, 33(3), 36-37.

Schneckenberg, D. (2014). Easy, collaborative and engaging the use of cloud computing in the

design of management classroom. Educational Research, 56(4), 412-435.

doi:10.1080/00131881.2014.965569