According to Johnson (2009), “Constructivism refers to educational practices that are student-focused, meaning-based, process-oriented, interactive, and responsive to student interest” (p.1). Teachers are facilitators and lessons are student centered in this method of teaching. Lessons are problem based or question oriented, and students are the leading force in uncovering the information needed to find the conclusion. Usually lessons are open-ended and allow students to branch off into other ideas and answer other questions after the specific lesson is finished. Many students find different paths to the same answer while others find more questions once the answer is derived. Garbet (2011) states, “Constructivism emphasizes the importance of the knowledge, beliefs and skills that an individual brings to the experience of learning” (p. 37).
When students engage in constructing their own meaning they become more vested in the learning. They are able to work collaboratively with classmates in this method of learning and interact with the material through a social outlet. According to Hyslop- Margison and Strobel (2008), Vygotsky’s theory of knowledge acquisition is often described as social constructivism” (p. 81). The amount of collaboration in this method lends itself to foundational learning in any class as the information is more personal students.
The model has been criticized by those who say that children from more elite backgrounds with more life experiences from which to construct meaning get more from the method. Many say that children from underprivileged backgrounds receive more from direct instruction. Another concern with collaborative work is that individualization is lacking. Many worry that the majority may rule and leave some of the quieter more introverted students to follow the lead of the more extroverted students.
When setting up the curriculum for a distance education course it is important to allow students to use their personal experiences to guide learning. In the distance learning environment one can work through open-ended assignments and relate material to their personal style of learning and background. Using constructivism in a distance learning setting allows students from various backgrounds to be included in assignments without bias from any other group. Constructivism is a way to include all students while actively engaging them.
References
Garbett, D. (2011). Constructivism deconstructed in science teacher education. Australian Journal of Teacher Education, 36(6), 36-49.
Hyslop-Margison, E. J., & Strobel, J. (2008). Constructivism and education: Misunderstandings and pedagogical implications. Teacher Educator, 43(1), 72-86.
Hyslop-Margison, E. J., & Strobel, J. (2008). Constructivism and education: Misunderstandings and pedagogical implications. Teacher Educator, 43(1), 72-86.
Johnson, G. (2009). Instructionism and constructivism: Reconciling two very good ideas. International Journal Of Special Education, 24(3), 90-98.
