Designing an Online Class Using a Constructivist Approach

OVERVIEW
My article starts out with one of my favorite areas of learning. How does an
educator integrate the constructivist approach to an online learning platform? The
argument begins with the multiple roots of constructivism found in psychological,
philosophical, anthropological, and sociological ones. Some say it is a learning
theory while others argue that its an epistemology. No matter the argumentsit
can be assured that constructivism has played a very critical role to that of
instruction and learning. Many, if not most educators have or will be applying
constructivist approaches to their classrooms (online or face-to-face) because of its
value to making learning more meaningful and authentic in promoting high learning
transfer to students (Driscoll, 2005, 2007; Jonassen, Cernusca, & Ionas, 2007).
Brooks and Brooks (1999) recommend five guiding principles of constructivism to
provide students with a meaningful experience in learning:
1. Emerging relevance to students by posing problems: In one way or
another, learning must be relevant to learners even if they are not interested in
learning. Relevancy is the key to helping learners construct and understand
concepts of learning based on their previous knowledge.
2. Structuring learning around primary concepts: Learners at all ages
are more engaged by concepts introduced by the teacher and constructed by the
learners from whole-to-part, rather than part-to-whole (Brooks & brooks, 1999, p.
49).
3. Students points of view must be sought after and valued: The
educator must be willing to ask pertinent questions and listen intently to their
students. The idea of students expressing their opinions freely and revealing as well
as reflecting upon their conceptions will help them overcome any fears or
trepidations.
4. Adapting curriculum to address students suppositions: When
constructivist educators take learners suppositions seriously, they will take the
cognitive development, social context, and assumptions into account as they design
their instruction.
5. The context of teaching should assess student learning: Assessing
through teaching, through participating in student/teacher interactions, through
observing student/teacher interactions, and through watching students work with
ideas and materials tells us more about student learning than tests and externally
developed assessment tasks (p.97).

REFLECTION
It has been found that the constructivist-based approach to online learning
improves students learning, communication, self-responsibility skills, critical
thinking, and teamwork. If that isnt enough improvement in human performance,
it also provides learners with in-depth knowledge and experience with subject area,
improves active and deeper learning, develops higher order thinking, collaboration
research skills, presentation skills, reflection, problem-solving abilities, and finally

improved and enhanced writing skills. My reflection envisions students taking

control of their learning while myself as the instructor plays a very active
supporting role. There are studies that suggest that constructivism is essential to
the success of online learning. This is the train I want to board. I want to help
students learn more effectively, have fun learning, and make sure they are
successful in their education.

Chan, S. (2010). Designing an Online Class Using a Constructivist Approach.

Journal Of Adult Education, 39(1), 26-39.