Running head: CONSTRUCTIVIST LEARNING THEORY 1

Constructivist Learning Theory

Jennifer Dulek

Trevecca Nazarene University

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Constructivist Learning Theory

The constructivist learning orientation is based on the belief that learning involves

constructing meaning from one’s experiences (LaFoe, 1998). These experiences may be

comprised of formal educational activities or situations encountered informally as one goes

through life, or they may be gained via social engagement or discussion. In either case,

constructivists believe that learners determine the meaning of their experiences through

engagement and reflection. Kolb’s model of experiential learning, the theory of transformational

learning, and communities of practice involving self-directed learning all rely on a constructivist

approach in that they are involve learners gaining knowledge through experience and reflection.

In his model of experiential learning, Kolb conceptualized that learners make meaning

and gain knowledge through direct experiences and the processing of these experiences

(McLeod, 2003). Kolb’s model suggests that there are four abilities occurring in a cyclical

process, and learning occurs as a learner progresses through these stages (Merriam et al., 2007).

According to Merriam et al. (2007), these stages are: concrete experience, reflective observation,

abstract conceptualization, and active experimentation. Kolb’s model is based in a constructivist

orientation, as it describes the process of a learner transforming or constructing experiences into

knowledge through cognition and reflection.

Experience, meaning, and reflection are also key components of transformational

learning theory (Merriam et al., 2007). Transformational learning occurs through a process

involving exposure to learning experiences, engagement in critical reflection, and achievement

of individual development (Merriam et al., 2007). In this theory, learning experiences may be

planned or unplanned, with instructors linking lessons to the learners’ prior or current

experiences, or creating activities that provide learning experiences for the learner (Merriam et
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al., 2007). In transformational learning, experience itself is not sufficient for learning, but

should be followed by critical reflection. According to Merriam et al., (2007), Mezirow

identified three types of such reflection: content (thinking about the experience), process

(problem-solving the experience), and premise (considering related assumptions and values)

(Merriam et al., 2007). The goal is engagement in reflective learning, which involves purposeful

planning, monitoring, and processing of experiences (Merriam et al., 2007). Part of the process

and also the expected outcome of this reflection in transformational learning is individual

development, which can be described as increased capacity to think critically and engage in

discourse (Merriam et al., 2007), thus transforming the learner’s abilities and perspective.

One place that such discourse may occur is in a community of practice (CoP), defined as

a place where “people…share a concern or passion for something…and want to interact

regularly to learn how to do it better” (McAlister, 2016, p. 2). In a CoP, the educator organizes

or suggests real-life situations for learner involvement, and through participation in these,

learners not only gain new experiences but also engage in critical reflection, challenging their

previous beliefs and developing confidence and skills (Merriam et al., 2007). This is a method

of self-directed learning in that learners make decisions about their involvement and choose their

own goals for learning. Through a CoP, learners construct knowledge and develop awareness

via participation in the organized experiences and the resulting reflective discourse.

Experiential learning, transformational learning, and the self-directed learning occurring

within CoPs are all related to constructivist views, and are particularly relevant to adult learners.

Constructivist lessons that rely on prior knowledge or introduce new knowledge, engage learners

in considering or gaining experiences, and employ opportunities for collaborative or individual

reflection may improve learning outcomes and transform adult learners’ skills and perspectives.
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References

Lefoe, G. (1998). Creating constructivist learning environments on the web: The challenge in

higher education. Ascilite, 98, 453-464.

McAlister, M. (2016). The creative nature of communities of practice. Transformative

Dialogues: Teaching & Learning Journal, 9(2), 1-7.

McLeod, G. (2003). Learning theory and instructional design. Learning Matters, 2(2003), 35-43.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A

comprehensive guide. San Francisco, CA: Jossey-Bass.