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Linking Data to the Principles of Constructivist Learning
The purpose of this section is to link the online interaction to constructivist learning concepts and principles. For this study a particular model of constructivist learning helped to inform the initial plan for data
collection and data analysis: meaning making (Jonassen et al., 1995). The main tenets of this model are: reflection, metacognition, social negotiation and internal negotiation. During initial stages of data analysis, a
more complex list of online constructivist principles began to emerge. This expanded model aided in further analysis, in further reorganization of the analytic bins, and in the presentation of the results. (See original
model and this researcher's expanded model in Appendix A.) This researcher broadened the list of components of a constructivist learning environment – suggesting a new model to fit this particular online course. This
components of this model is listed in the section below. It was developed after engaging in the following activities related to this study:
(1) Re-reading the review of the literature during the online course; (2) Observing the online course, and referencing pertinent literature;
(3) Data collection and data analysis; (4) Referencing pertinent literature during the data analysis; and,
(5) Utilizing recently found Web-based resources on constructivist learning environments.
Below is a list of the components of the expanded model that reflects the constructivist activity evident in the online interaction. This was adapted from the matrices of the analytic category system used
in this study. This suggested model outlines the prevalent and significant aspects of the online interaction that reflect the evidence of constructivist learning principles. These components of the online constructivist
activities include the concepts of the meaning making model, with the addition of the evidence supporting these two concepts: community of practitioners (Lave & Wenger, 1991) and community of learners (Rogoff,
1994). This researcher termed this suggested model: "Model of Online Constructivist Activity." This is a basic outline of constructivist activities as observed in this particular online course. It is as follows:
(1) Reflection: Personal, Social, Professional (2) Metacognition: Personal and Professional (3) Negotiation and Articulation (of Ideas, Issues, Methods, Values, Beliefs): (a) Purpose: Personal, Social, Professional (b) Type: Internal ("voiced internal negotiation" as an individual) and Social (group context)
(4) Community of Practitioners / Community of Learners: (a) Community-Building:
- Socializing
- Empathizing: Peer and Group (social and professional)
- Story-Telling: Social and Professional
- Sharing Knowledge: Ideas, Resources, & Methods of Instruction
- Mentoring & Tutoring: Help, Advice, and Problem-Solving
The following sections will discuss each of these with examples from the data of online interaction. |
