Constructivist Pedagogy in Distance/Online Education Anthony R. Romano, Ph.D.

Constructivist Learning Pedagogy Defined Knowledge construction results from interaction among participants including discussion, consensus building, and reflection (Gunawardena, Wilson & Nolla, 2003) To make meaning of new information the brain connects new experiences to previous ones activating consciousness (Brookfield & Merriam, 2005) Constructivists argue that learning starts with the student’s knowledge, attitude, and interests and results from the interactions between these and the student’s experience

Theoretical Framework “Real-life learning and thoughtful school learning leave us with... deeply internalized lifelong knowledge” (Gagnon & Collay, 2001, p. 5) “Most effective learning comes from what students are interested in and from direct experiences” (Gutek, 2004, p. 9) “Adults are most interested in learning subjects that have immediate relevance to their job or personal life” (Knowles, 1984, p. 1)

Theoretical Framework (cont.) Knowledge is created by individuals in historical and cultural context Knowledge refers to individual experience and is the appropriate ordering of experiential reality Knowledge is developed by empirically determining its factual nature and reasoning to integrate it into a consistent body of principles (Phillips, 2000)

Theoretical Framework (cont.) Constructivist learning appears to be a natural fit to the online learning environment Learners build their interpretation of the world from their experiences. Learning should be set in realistic contexts Online requires self-directed learning and interaction in asynchronous discussion forums

Theoretical Framework (cont.) Learners share insights, concepts, and construct meaning via peer and facilitator interaction Learners are better able to remember context- driven rather than rote-based information Knowledge is the result of personal interpretation of experience

Theme: Distance Learning Basics Facilitator should be honest, flexible, tolerant, understanding, responsive, empowering, and present (Palloff & Pratt, 2003) Facilitator role should be learner centered and contextual (Granger & Bowman, 2003) Provide ground rules, grading guidelines, rubrics; expect learner fear of being at a distance and self- directed Minimize anxiety via announcements, clear instructions, course room , support, flexibility and interactive, prompt, and constructive feedback

Theme: The Intellectual Environment Ask questions of elaboration and clarification (Brookfield & Preskill, 1999) Ask open-ended questions, what-if questions, goal-oriented questions, consider alternate perspectives and assumptions Support critical discussion; ask questions that lead to shared experiences, evaluation, and synthesis of ideas

Theme: Facilitate Democratic discussion is a powerful method of constructing learning (Brookfield & Preskill, 1999) Keep discussion alive, on a productive path, and encourage cooperation & communicate high expectations Encourage online contact between students and facilitator with respect for diverse talents Cognitive apprenticeship between learner and teacher, realistic problems and consideration of multiple perspectives

Theme: Reflection and Critical Thinking Allow learners time for critical reflection (Spector, 2001) Elements include creating situations and groupings, building bridges, asking questions, and encouraging reflection (Gagnon & Collay, 2001) Facilitator encourages interaction; critical and reflective thinking

Distance Learning Outcomes Facilitator builds a community of different learning styles Collaborative approach yields deeper levels of knowledge creation Group collaboration helps develop problem-solving skills (Palloff & Pratt, 2001)

Distance Learning Outcomes (cont.) Constructivism in Distance Learning is a social experience that involves and develops critical thinking Learners through interaction with one another, the facilitator, and their environment help create knowledge and meaning