Constructivism is a theory that adheres to the notion that “knowledge is constructed when individuals interact socially and talk about shared tasks or dilemmas” (Gonzalez-DeHass & Willems, 2012, p. 75). Through their social context and interactions, learners develop a culturally relevant understanding of the world and develop higher mental functions (Gonzalez-DeHass & Willems, 2012, p. 63) Arguably, it demonstrates that the most effective learning takes place by doing, rather than remembering (as demonstrated through theories such as Blooms Taxonomy and SOLO). As learning designers, we should be acknowledging the social value in learning, considering how to create learning that purposely engages higher mental functions through social interaction.

Constructivism is heavily influenced by Vygotsky and his theory of the Zone of Proximal Development. Vygotsky believed that everything that we engage in is innately social and cultural and that learning does not take place in isolation… adults and caregivers within the society engage the children in activities (Gonzalez-DeHass & Willems, 2012, p. 60)  and requires the utilisation of psychological tools that allow learners to process between the social interaction and their internal thinking (Gonzalez-DeHass & Willems, 2012, p. 62). This demonstrates that learning design needs to have purpose, given in a context that is meaningful and relevant to learners if there is to be engagement and progress from what learners do not know to what we need learners to know.

Some of the benefits of constructivism is it allows for collaboration, personalisation, and authenticity. Aligning with the learner centred approach to instruction (Gonzalez-DeHass & Willems, 2012, p. 76), constructivism benefits from peer tutoring, cooperative learning (Gonzalez-DeHass & Willems, 2012, p. 65), and collaboration (Gonzalez-DeHass & Willems, 2012, p. 75), engagement with real world roleplay (Gonzalez-DeHass & Willems, 2012, p. 63) whilst under the guidance and facilitation of teachers (Gonzalez-DeHass & Willems, 2012, p. 71). Authentic learning recognises the need for learners to engage in real world collaborative learning that is reflective of the work environments in which the education is to prepare them for. This is particularly true for adult learners, who arguably are engaging in learning specific to their current or desired workplace, as well as for stakeholders investing in learning programmes designed to improve outcomes in their staff.  It should be noted that through peer to peer learning, rather than teacher to peer learning, that the most effective learning takes place (Ullah, Tabassum, & Kaleem, 2018, p. 3). These are all key characteristics of what makes authentic learning beneficial and effective, and provides a pathway into a range of contemporary effective learning approaches, such as community of practice or project based learning. It still provides an opportunity for teachers to support and guide learners, in order that learners do not lead their peers astray (Race, 2014, p. 75)

 A key issue is the assumption that learning societies are homogenous, failing to consider any variables to the social-cultural context of learners. Whilst in theory constructivism focuses on learner growth, arguably not all learners may be able to benefit if they are unable to internalise the learning culture. As an indigenous student, I frequently struggled in learning environments that focussed on reading and writing, as opposed to speaking and listening. If an assessment was written I would often perform poorly, however if the same style of task (e.g. persuasive essay) was designed as an oral task (e.g. a debate) I would engage and consequently perform much better. Additionally, Vygotsky’s need to measure potential growth is in contrast to modern authentic learning; rather this reflects tradition learning styles and is expert centred.  In contrast contemporary learning design seeks to facilitate limitless learning potential (Anderson, 2016, p. 40) Consequently, constructivism needs to broaden its understanding of social dynamics, and incorporate acceptance and allowance for diversity in learning styles and sources of knowledge.

References

Anderson, T. (2016). Theories for Learning with Emerging Technologies. In G. Veletsianos (Ed.), Emergence and Innovation in Digital Learning (pp. 35-50). Edmonton, Canada: AU Press.

Gonzalez-DeHass, A. R., & Willems, P. P. (2012). Chapter 3, Visiting the Classroom. In Theories in Educational Psychology : Concise Guide to Meaning and Practice (pp. 58-96). R&L Education.

Race, P. (2014). Making learning happen; a guide for post-compulsory education. (3rd ed., pp. 71–130). SAGE Publications Ltd. Retrieved from https://content.talisaspire.com/qut/bundles/5e1e94260cb4c30a2d405d84

Ullah, I., Tabassum, R., & Kaleem, M. (2018). Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level. Education Sciences, 8(112), 1-11. doi:10.3390/educsci8030112