Literature Review – Constructivism

Another section of the literature review completed for your enjoyment.

Constructivist Learning

Constructivism is the reflection on innate ideas that yields the exploration of knowledge related to those ideas (Posner, 2004). Social constructivism engages learners in a community of practice designed to create, process, and discover knowledge that is important to the group (Boghossian, 2006; Taber, 2006). Technologies enhance social constructivism by providing convenient tools for learners to participate with, control, and engage information (Beldarrain, 2006). This section explores the constructivism through theory and practice, the application of constructivist thought with Millennial generation members, and finally the use of technology to promote constructivist learning.

Theory and Practice

The purpose of learning is to allow learners to discover knowledge and construct individual or group meanings (Boghossian, 2006; Taber, 2006). Learners develop awareness of the ideas around subjects and use those ideas to create knowledge that is useful to the learning environment and other learners in that environment collectively use that knowledge to construct individual and group understandings (Vygotsky, 1978). Once learners construct knowledge, the new knowledge is the foundation for future learning (Taber).

Social constructivism extends the basic tenets of constructivist thought by placing the individual learner in a collaborative group or social setting (Richardson, 2003; Fiume, 2005; Straits & Wilke, 2007). Students interacting in group settings and at various levels and abilities provide a rich tapestry to reflect and create knowledge (Vygotsky); thus, the group becomes as important as the individual learner in the environment (Vygotsky). The importance of the group setting is underpinned by the establishment of boundaries, rules, and mores (Fiume). Further, to make the group collaboration meaningful there must be a sustained dialogue or interaction around the creation of understanding and discovery of knowledge (Hung, Tan, & Koh, 2006).

Social constructivist settings adhere to basic tenets in order to create a deeper understanding of knowledge (Richardson, 2003). Attention to the individuals and the experiences of the individuals creates group knowledge (Richardson). The group explores information together and engages in meaningful discourse (Richardson; Hung et al., 2006). Opportunities are given for learners to determine, change, challenge, add, or create knowledge through group activities (Richardson). Students must develop metacognitive skills to become aware of their own learning and understanding (Richardson).

 

Constructivism and Millennials

Constructivist theory fits the Millennial generation because the tenets of the theory align with characteristics common to this generation (Skiba & Barton, 2006). Constructivism holds that knowledge is created through learner engagement in meaningful and authentic activities (Jonassen, 1994; Huang, 2002; Hung et al., 2006). Millennials, similarly, require that the task performed, either at work or in learning settings, be meaningful (Eisner, 2005) and authentic (Tapscott, 1998).

While constructivism is both individual and social, the theory requires that learners engage in self-discovery of meaning (Huang, 2002). Tapscott (1998) discusses Millennials’ need to act independently as a chief characteristic of the generation. Further, Millennial generation members enjoy investigative discovery of knowledge to further understanding (Tapscott, 1998). Discovery of knowledge is not solely independent; social constructivism promotes the inclusion of groups in the knowledge creation process (Huang; Goman, 2006) meeting the need for Millennials to practice inclusion (Tapscott) and collaborate (Skiba & Barton, 2006). Social constructivism is enhanced with computing technologies that connect individuals and groups to a larger collective focused on the discovery of meaning and knowledge (Jonassen, 1994; Jonassen, 2000; Huang; Beldarrain, 2006). This technical enhancement creates an innovative environment for Millennials to gather and collaborate fitting the needs for innovation, inclusion, immediacy (Tapscott), interactivity, and connectivity (Skiba & Barton).

Constructivism and Technology

Technologies are not new to the learning theories; most recently the development of collaborative technologies allow learners to engage the computing technology and information provided to become part of a socially constructivist learning community (Jonassen, 2000). Computing technology, when used to foster collaborative learning give users the ability to interact socially, create, consume, and discover knowledge on a wider scale than is available without the use of computing technologies (Jonassen). Commonly in learning environments computing technologies are used in manners that do not promote constructivist principles (Herring, 2004). Jonassen (2000) and Herring (2004) agree that often learning technology is used in one-way, consumption-only, multimedia lectures rendering the learner inactive in the educational process. Collaborative learning technologies promote social collaboration, discovery, consumption, and creation of information that fit with constructivist tenets (Quevedo & Gerladini, 2005) by providing content, community, and technology controls (Beldarrain, 2006). When learners control the learning environment technologies become tools versus resources thus allowing learners to create knowledge (Bellefeuille, Martin, & Buck, 2005).

The Internet is a vast container of information and web-based computing technology like blogs, wikis, and podcasts offers environments that aid individuals in creating communities of practice, create more effective information management tools, and engagement opportunities (Bellefeuille et al., 2005; Fischer & Sugimoto, 2006). These web-based social communities aid in lifelong learning by promoting creativity, innovation, change, and knowledge transition from schooling to workplace learning (Fischer & Sugimoto). Additionally, the Internet learning technologies support constructivist learning by making information available for consideration in accessible, simple-use modalities, that are convenient and powerful (Fischer & Sugimoto).

The specific technologies of blogs, wikis, and podcasts extend the general constructivist and technology discussion. Blogs, wikis, and podcasts create communities of authentic information exchange and collaboration that bypass social hierarchies and create a more constructivist learning environment (Gupta & Pitt, 2004). The three collaborative technology tools provide users the ability to engage in discourse and discovery around meaningful information while providing customizable tools that control interaction, information processing, and content customization (Beldarrain, 2006). Researcher recognize blogs, wikis, and podcasts as collaborative learning tools and the role the technologies play in constructivist learning throughout the lifetime of the student (Beldarrain).

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