Social Constructivism in Cooperative and Distance Learning

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Table of Contents

Introduction to the Theory
Literature Review
The Ontological, Epistemological, and Methodological Principles of the Theory
An Overview of the Core Theory of the Distance Learning and Learning
Impact the Theory on the Instructional Design of Distance Learning
Conclusion and Summary
References

Introduction to the Theory

Learning, like many other social processes, is a social activity which takes place through the social interaction of the people and construction of the best and effective knowledge is possible only by such contextualized learning. The academicians of high reputation have long confirmed the role of social interactive learning and this has been the basis of contextualist philosophic tradition of learning. On this basis, one of the most penetrating theories of learning has been that of the social constructivism and constructivism can best be understood as “the general view that

learning is an active process of constructing rather than acquiring knowledge, and
instruction is a process of supporting that construction rather than communicating knowledge.” (Duffy & Cunningham, 1996, p.171).

As opposed to the behaviorist view of learning which gives more importance to the imitation aspects of the learner in the learning process, this constructivist theory gives greater room for the active interaction of the learner who stands at the center of the learning process. Therefore, the learner is provided with a greater responsibility for the interaction with the various learning process and construction of the best knowledge according to their ability for social interaction.

It is in this background that the distance and cooperative learning can best be comprehended and theorized on this background. Accordingly, I strongly belief that a valuable distance learning system would be that which follows the elements of the social constructivist theory. In other words, an effectual distance or cooperative system of learning would be one which puts the social constructivist theory into practice.

Literature Review

Known in several terminologies such as Internet learning, e-learning, distributed learning, virtual learning, networked learning, tele-learning, computer-assisted learning, Web-based learning, or online learning, distance learning has been one of the revolutions in the modern educational strategies. “Distance education uses mediated information and instruction, encompassing all available technologies and a variety of other forms of instruction at a distance, to deliver knowledge and skills to the learner.

Online education is an extension of the traditional form of distance education.” (Elloumi, p.61). There have been persistent discussions on the effectiveness of the specialized delivery technology in the improvement of learning in the modern era. However, most often the focus is laid on the content and the instructional strategy of learning than on type the type of technology in the learning process. “According to Bonk and Reynolds (1997), to promote higher order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their meta cognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.” (Ally, p 3).

As the distance learning centers on the learner and the learning material, there are many important factors of social interaction and involved learning that need to be incorporated in the learning strategies of distance learning. For the complete comprehension of this requisite which points to the foundation of such a learning on social constructivist theory, let us define the distance learning as “the use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience.” (Ally, p.5).

In this definition of the distance learning what we most significantly note is the fact that there is a greater need for the interaction between the instructor, the learner, and the learning material and for the acquirement of the meaning and learning experience through personal efforts and development of individual strategies. All these characteristics of the distance learning point to the greater scope of social constructivist theory into practice.

As we know there are several schools of learning, such as the Behaviorist school, the Cognitive School, and the Constructivist School, with varied perspectives and theories of the methods and process of learning. Whereas the “Behaviorists claim that it is the observable behavior that indicates whether or not the learner has learned something, and not what is going on in the learner’s head,” the “Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning,” and the Constructivist psychology maintains that “learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge.” (Ally, p.7).

In the ground works for a basic theory of the distance learning there are certain factors or attributes of learning such as a learner centered, knowledge, assessment, and community centered learning, and affordance of the Internet etc that need to be considered. Such a theory of distance learning should be one which makes it clear that “the various forms of student interaction can be substituted for each other, depending on costs, content, learning objectives, convenience, technology, and available time.” (Anderson, p.43).

It is also notable that the substitutions will not cause a decline in the quality of the learning. In other words, “Sufficient levels of deep and meaningful learning can be developed, as long as one of the three forms of interaction (student-teacher; student-student; student-content) is at very high levels. The other two may be offered at minimal levels or even eliminated without degrading the educational experience. (Anderson, 2002).

In the construction of a distance learning theory, therefore, the most recommended theoretical basis could be that of the social constructivism of Vygotsky which makes room for self-paced education of students utilizing the necessary time, with guidance of the instructor to expand the skills until they feel able to shift to the next stage. The constructivism in general provides opportunity for the students to independently construct knowledge and therefore it can be the best theory to comprehend the distance learning which provides similar opportunities for the students through the materials and the interaction with the instructors.

To know the implications of social constructivist theory in the distance learning, it is important that we consider the relation between technology and social constructivist classrooms. “Technology provides essential tools with which to accomplish the goals of a social constructivist classroom… Telecommunications tools such as e-mail and the Internet provide a means for dialogue, discussion, and debate — interactivity that leads to the social construction of meaning. Students can talk with other students, teachers, and professionals in communities far from their classroom… Networked writing programs provide a unique platform for collaborative writing.

Students can write for real audiences who respond instantly and who participate in a collective writing activity… Simulations can make learning meaningful by situating something to be learned in the context of a “real world” activity such as running a nuclear power plant, writing up “breaking” stories for a newspaper, or dealing with the pollution problems of local waterways.” (Types of Instruction of Social Constructivism).

The Ontological, Epistemological, and Methodological Principles of the Theory

In an exploration of the learning theories that help us in the exposition of distance learning, we have very well comprehended that there is a greater necessity for a learner centered learning. Therefore, the most significant principles of my theory concerning distance learning are based on the same need. There must be the optimum opportunity for the development of a learner’s overall improvement through the procedures of learning. The methods of learning need to concentrate on the provision of prospects for the interaction of the students with the learning material as well as the instructor.

Therefore, the theory bases mainly on the social constructivist point of view when it comes to the development of an ontological position. It is also necessary to consider that “the ideas of Vygotsky are the basic premise on which the theory of social constructivism is developed. At its simplest, social constructivism declares human learning and cognitive development to be social and communicative processes, whereby knowledge is shared and understandings are constructed in culturally formed settings.” (Does the theory of social constructivism have any role to play in computer based learning?).

Distance learning gives great scope for the interaction with the various elements of the learning process. There is possibility for learners to interact with the content directly as well as he or she can interact with the instructor. In the most effective distance learning over the web there is maximum coordination among the teacher agent, the content agent and the learner agent at the knowledge or content interface, thereby providing the utmost possibility for knowledge acquisition.

The most significant duty of every one concerned in the process of learning is to maximize the possibility of such an environment to the learner that enhances his or her learning potential. “Online learning will enhance the critical function of interaction in education in multiple formats and styles among all the participants. These interactions will be supported by autonomous agents working on behalf of all participants. The task of the online course designer and teacher is to choose, adapt, and perfect (through feedback, assessment, and reflection) educational activities that maximize the affordances of the Web.” (Anderson, p.55).

It is of great importance that the learning of various elements is made easy through the interaction and the greater involvement of the learner in the learning process. The significant theories of social constructivism which establishes that the individual cognitive increase happens through interpersonal and intrapersonal skills will form the basis of my theory of distance learning. The social and personal aspects of Vygotsky’s social constructivism (1978) are the basis of the theory in the creation of personally meaningful knowledge through the application of information with the help of shared experiences and opportunities for manifestation. (Vygotsky, 1978).

An Overview of the Core Theory of the Distance Learning and Learning

The basic principles of the theory that has been formulated in the comprehension of distance learning, as we have seen, are based on the social constructivism. Distance learning provides one of the most effective examples of the interactive means of learning and it can very well be considered as the best example for the social constructivist classroom. There is greater possibility, in the distance education, for dialogue, discussion, and debate which provides ample opportunity for the learner for interactivity and in this way the learner can be lead to the social construction of meaning. There is no better way of learning the material and the learner is in continuous interaction with the teacher and the material.

Another great potential of the distance learning which covers a wide range of learning methods is that in this learning the students can talk with other students, teachers, and professionals in communities far from their classroom and therefore there is possibility for interaction par excellence. More significantly, in the distance learning there are also provisions for networked writing programs which provide a unique platform for collaborative writing.

Collaborative learning is one of the guiding principles of constructivist learning. The distance learning is means for the students to write for real audiences who respond instantly and who participate in a collective writing activity.

This enhances the potential of the method in making the learning process more involved and successful. Simulations, which are the most primary assignments and activities of distance learning, can make learning meaningful by situating something to be learned in the real world. Therefore, the students can write simulations on running a nuclear power plant, writing up “breaking” stories for a newspaper, or dealing with the pollution problems of local waterways. Thus, involved participation of the students in the learning activity is ensured. In the distance learning, in a general observation, there is every opportunity for the student for personal acquisition of the knowledge through interaction and persistent activities.

Impact the Theory on the Instructional Design of Distance Learning

The scope for online distance learning in the present era is high and this opportunity to improve the learning strategies has been effectively made use of. However, there are also stories of such institutions fail utterly due to various factors. “There are many reasons why online distance education institutions have failed, including high cost of technology, poor decisions, competition, and the absence of appropriate (or any) business strategies, especially market assessment of consumer demand.” (Elloumi, p.62). One of the very significant reasons for such failures is the problem in understanding the needs of the consumer.

What the learner of a distance learning expects is the provision of every opportunity for the complete development of his or her knowledge and as we have already comprehended there is tremendous possibility for the interaction and thereby the maximum acquirement of knowledge. Some of the most essential elements of an effective distance learning system are synchronous communication, asynchronous communication, scheduling, assessment, feedback, sense of community course, content development, support, and flexibility.

It is only an effective distance learning system that provides opportunity for all these. The impact of my theory is that it looks at all these elements in the learning process will be given high priority in such a learning theory. It will be a guideline for the distance learning designers to base their content on these principles so that there is greater validity for the program they design.

There are various factors that need to be considered in the design of the course and the strategies of distance learning and the theories that are developed in this paper can be best considered as the effective guidelines for such design and other implementations of the distance learning programs. “Instructors and other members of the online course development team should strive to create learning environments that exploit the features inherent in computers and the Web, in order to promote active learning that resides in the control of the student, and that can effectively lead to the development of high-order and critical thinking skills.” (Caplan, p.182).

The thorough treatment of different strategies for the development of the best course plan and content inclusion is necessary and these are criteria for the effective management of the distance learning. The inclusion of various strategies that are based on the social constructivism will be greatly useful in eliminating the risks involved in the course and content design. Therefore, the most important impact of the theory, which is primarily based on the social constructivism, is that it gives opportunity for the implementation of a competent distance learning strategy. In other words, the theory developed helps in a practical implementation of the social constructivism which is a highly potential theory of learning.

Conclusion and Summary

In the ultimate conclusion of the paper, it needs to be maintained that the social constructivist theory is one of the very efficient theories that can explain the significance of distance learning. The role of this theory is great in the modern situation of distance learning where great development is evident in the learning theories. As there are various benefits in following the social constructivist theory in the distance learning, recommendations are made for converting the theory into practice.

Most significantly, “social constructivism has become an increasingly popular theory in describing both the learning and teaching process and as a result it is influencing new trends in the design and delivery of many areas of the curriculum. Without doubt, the information and communication technology (ICT) revolution has similarly influenced classroom methodologies and is an increasingly significant aspect of our students’ lives beyond the school walls.” (Does the theory of social constructivism have any role to play in computer based learning?). In this background, we need to comprehend the theories that are developed in the paper.

References

Ally, Mohamed., Anderson, Terry(Ed.)., & Elloumi, Fathi(Ed.). (nd). “Foundations of educational theory for online learning,” Theory and Practice of Online Learning, Athabasca University.

Duffy, T. M., Cunningham, D. J., & Jonassen, D. H(Ed.). (1996). Constructivism: Implications for the design and delivery of instruction, In Handbook of research for educational communications and technology, New York: Macmillan. P.171.

Anderson, Terry. Toward a Theory of Online Learning, Theory and Practice of Online Learning, Athabasca University. p.43.

Anderson, Terry. (2002). An updated and theoretical rationale for interaction. Athabasca university, Canada’s open university. Web.

Elloumi, Fathi. Value chain analysis: A strategic approach to online learning, Theory and practice of online learning, Athabasca university.

Vygotsky, L. S. (1978). Mind in Society, Cambridge, MA: Harvard University Press.

Caplan,Dean. The Development of Online Courses, Theory and Practice of Online Learning, Athabasca University. P.182.

Does the theory of social constructivism have any role to play in computer based learning? – A literature review. Web.

Types of Instruction of Social Constructivism, Social Constructivist Theories. Web.

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