Constructivism and distance education

Toward constructivism for adult learners in online learning environments

I found this article and I thought it would be interesting to read it since we read about the different theories that somehow are influencing distance learning.

The article provides general information about distance education. For example, the profile of online students, the type of communication and the valuable asset of being able to access the information at any time and from any place.

Secondly, the author reviews the key components of constructivism. As listed below:

·         The exponents of this theory were Dewey, Piaget, Vygotsky and Bruner.

·         The learner construct his own learning

·         Learning is an active process

·         The learner solves real-life problems

Andragogy is presented in the article, and the six principles of this theory developed by Knowles are the following:

1.       The learner needs to know how learning will take place and why it is important

2.       The learner is self-directed

3.       The learner has valuable prior experience

4.       The learner is ready to learn

5.       The learner is oriented to learn

6.       The learner is highly motivated to learn

On the second part of the essay the Hsiu Mei Huang the author, presents a series of arguments that show how constructivism cannot be applied completely in distance education.

The first arguments states that constructivism values humanity and in online learning communication occurs through the computer and the learner and the instructor are always isolated.  I would argue that this argument is right to a certain point. The student and the teacher are separated physically, however communication occurs through different formats e-mail, chat, message boards  just to mention a few. Sometimes in face-to-face education the teacher may not have the time for individual time with each student.

The second argument, affirms that the teacher should be a facilitator according to this theory. Nonetheless in distance education the teacher is busy with other roles such as resource provider, technology advisor and consultant. I believe for most teachers teaching online is challenging to provide help with other issues besides content. I would dare to say most of my instructors balance the different roles and does not interfere with the students’ learning process and outcome.

The third argument explains how teaching and learning should be learner-centered. In distance learning is very difficult to develop different curricula for each student. This argument is certainly true, is almost impossible to modify the curriculum for each student, in this case the teacher can compensate with different activities that can satisfy different learning styles and individual preferences.

In my opinion, the article was written in favor of constructivism but is also clear that there are some components that may not be so easy to employ in distance education. The author summarizes that constructivism provides clear ideas to promote collaborative and critical learning

 Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.