The concept of constructivism piqued my interest while researching problem-based learning. I also noticed a connection to microlearning when I was introduced to Merrill’s first principle of instruction. While some references were more explicit than others as they related to constructivism, I started to see trends – all of which put the learner first. To establish this learning environment, instructors must understand the perspectives of the learners. Who are they? What are their goals? What experiences do they bring to the class or discussion? How do we (as instructors) connect their experiences to the curriculum in the course?
I’m an instructor in higher education so those are the lenses through which this post is based.
Filling in the gaps…
A learner in college has already acknowledged a learning gap – that’s the idea of seeking out education. There’s an intrinsic and extrinsic motivation to join the collegiate educational journey. A major difference in the experience of that education is how it’s delivered. Each learner approaches a class with different experiences tucked in their back pocket accounting for vastly different perspectives based on those experiences. In the theory of Constructivism, this is the starting point – validating past experiences to construct new ideas and knowledge paths. For those with few experiences, therefore a narrower perspective, the instructor provides examples, demonstrations, visualizations, or modeling of a particular problem (Merrill, 2002). The instructor is more of a coach or facilitator than a teacher lecturing at the front of the room. They are part of the experience through guidance, encouraging deeper research, inquiry, thought, and collaboration among learners. According to the Office of Curriculum at the University of Buffalo (n.d.), “Because knowledge cannot be imparted to learners, the goal of teaching is to provide experiences that facilitate the construction of knowledge.” There are several means of approaching constructivism including inquiry-based learning, problem-based learning, and case or scenario-based learning to list a few (Office of Curriculum, Assessment and Teaching Transformation, n.d. & Wilson, 2018). On the surface, these are similar in nature in that learners are filling knowledge gaps through problem-solving and group interaction. The idea is, “Learning is not the result of development; learning is development” (Yilmaz, 2008, p168). The constructivist theory builds upon knowledge so learners can approach a problem based on real-life or case-study experience with a validated perspective.
Task mastery…
Once value, relevance, and interest are established with a learning task, a learner will be motivated to participate in the experience (Merrill, 2002). A characteristic of constructivist learning is active learning versus passive learning. A learner is fully engaged in the instructional process. They are the drivers. It’s first up to the instructor to determine how to introduce and demonstrate a problem to link existing knowledge or construct new knowledge (Van Zile-Tamssen & Kelly, 2021). Once learners receive the information, they are in the position to assimilate or accommodate that insight based on what they know. Assimilation refers to integrating new information with existing information, and accommodation refers to a modification or redevelopment of current knowledge to add new information to one’s repertoire (Yilmaz, 2008 & Office of Curriculum, Assessment and Teaching Transformation, n.d.). The latter is cognitively transformative as the information may contradict previous knowledge deemed “correct” in the view of the learner. After the demonstration phase of instruction, the learners ideally have the foundational knowledge, tools, resources, and team member perspectives to move forward with the processes of hypothesis, assessment, reflection, and presentation (Merrill, 2002). Constructivism is inherently a social means of learning as collaboration and listening to other’s perspectives are part of constructing new knowledge. This approach is meant to set learners up for success through scaffolding, demonstration, and peer interaction. In many cases, a problem isn’t meant to be solved as much as it is meant to be analyzed and assessed to determine the best approach or outcome that can supported by research.
Satisfying outcomes…
A satisfying outcome is often based on the success of a task – pass or fail. In the case of constructivism, and problem-based learning, there is a subjectivity to the outcome that is wholly based on the learner’s willingness to reflect on established knowledge, accept new knowledge, and collaborate to present the best solution or case. First, “Learners will assume ownership if problems are interesting, relevant, and engaging” (Merrill, 2002, p46). In this case, “…the problem drives the learning” (Merrill, 2002, p55). The established safety net with constructivism is the process of trial and error and reflection (Van Zile-Tamssen & Kelly, 2021). Learning (construction of knowledge) happens during the process of research, discussion, assessment, and development, rather than with the product or outcome. This leaves room for the learner to appreciate the several takeaways from this learning environment…social growth, cognitive growth, the expansion of knowledge, and the appreciation and value of varied perspectives. There is also value in knowing that being “right” is not the highest order of learning – it’s walking away with the satisfaction of understanding a task more deeply or perhaps mastery of a task.
The video below highlights one method of constructivism, problem-based learning, as it was used to transform Sammamish High School in Bellevue, Washington.
References:
Adobe. (2023). Firefly. [Image Creation]. https://www.adobe.com/sensei/generative-ai/firefly.html
Edutopia. (2013, March 20). Building the foundation to transform a public high school to PBL.https://www.edutopia.org/video/building-foundation-transform-public-high-school-pbl
Kim, J. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review. 6(1) 7-19. https://files.eric.ed.gov/fulltext/EJ728823.pdf
Merrill, D. (2002). First principles of instruction. ETR&D. 50(3) 43-59. https://doi.org/10.1007/BF02505024
O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education. 47(2) 412-422. https://shorturl.at/ltDO6
Office of Curriculum, Assessment and Teaching Transformation. (n.d.) Constructivism. University of Buffalo. https://www.buffalo.edu/catt/develop/theory/constructivism.html
Reiser, R. A., & Dempsey, J. V. (Eds.) (2018). Trends and issues in Instructional Design and Technology (pp. 79–81). Pearson.
Van Zile-Tamssen, C. & Kelly, D. (2021, October 20). Constructivism: The Long History from the Active Knower to the Active Learner. University of Buffalo Division of Academic Affairs. https://www.buffalo.edu/catt/blog/catt-blog-102021.html
Wilson, B. (2018). Trends and issues in Instructional Design and Technology (pp. 61-67). Pearson.
Yilmaz, K. (2008). Constructivism: its theoretical underpinnings, variations, and implications for classroom instruction. (EJ798521) ERIC. https://eric.ed.gov/?id=EJ798521
Constructivism vs. Objectivism for Online Learning
Our blogger makes many strong arguments in favor of constructivism, but do the benefits of constructivism outweigh those of other methodologies in an online educational program? Some researchers have argued against constructivism in online learning. In a 2006 study of online MBA students, researchers J. B. Arbaugh and Raquel Benbunan-Fich concluded that collaborative objectivism generated the greatest student satisfaction. They examined both group and individual participation in constructivist and objectivist environments. They found that individually structured constructivist lessons were the least satisfying for their test subjects (Arbaugh & Benbunan-Fich, 2006, p. 443). The test subjects felt “isolated and lost” (Arbaugh & Benbunan-Fich, 2006, p. 443). Arguably, their conclusions would suggest that this entire…
The first step for a teacher/instructor looking to apply constructivism is to give up complete control in the classroom. Especially since the increase of legislated accountability in education, teachers have felt the pressure to control the outcomes in their classroom and, in response, also must control the activities and direction of learning. The teacher can almost guarantee the outcome by maintaining control of all learning elements. This is how we end up with classroom management, guided activities (notes, lectures, labs), answer keys, etc. These activities are presented as great teaching strategies, but are they great learning strategies?
To "construct learning," the control has to be in the hands of the learner. Even when the teacher/coach/facilitator is asking a question, it…
Regarding education, especially in higher education, constructivism is a powerful and transformative approach. This post explores the core principles of constructivism and its essential role in bridging knowledge gaps and embracing diverse cultural perspectives. The insights presented in this discussion draw upon two distinct sources: an exploration of constructivism within problem-based learning and a response linking constructivism to cultural pedagogy.
Constructivism is a pedagogical philosophy that places the learner's perspective and experiences at the forefront. It acknowledges that each learner brings unique experiences and viewpoints to the educational landscape. Within this framework, learning becomes a profoundly personal journey, with the instructor shifting from a traditional lecturer to a facilitator and guide (Merrill, 2002). One of the most significant aspects of…
Constructivism offers a couple of essential elements of student engagement that I'm a huge fan of. Social interaction and collaboration are essential to the learning process. Engaging with multimedia resources together, discussing concepts, sharing interpretations, and collectively constructing meaning allow for alternate perspectives to be considered and teach students how to construct verbal arguments around their ideas.
Real-world context and scenarios are integral to constructivist approaches. Constructivism promotes learning within authentic contexts, and real-life examples, interviews, or simulations that help students connect academic concepts to practical applications. Telling students why they should know something or how they are going to apply it in their lives can be a great precursor to the information.
Constructivism also emphasizes that there are multiple…
A learner in college does identify the learning gap. They may be seeking career advancement, which most times specifically requires a college education. This closely relates to multiple Keller’s principles: (1) Motivation to learn is promoted when the knowledge to be learned is perceived to be meaningfully related to one's goals, (2) Motivation to learn is promoted when learners believe they can succeed in mastering the learning task, and (3) Motivation to learn is promoted and maintained when learners employ volitional (self-regulatory) strategies to protect their intentions. Your focus on filling the gaps closely relates to my own blog post about cultural pedagogy. Similarly, I discussed the issue that instructors must not only acknowledge a learner’s background and culture but…