Evangeline Beaver Summer 2012

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Constructivist Theory as a framework for Active Learning: An Annotated Bibliography

Introduction The integration of technology and utilization in the curriculum has been reviewed that teaching and learning theories such as constructivism has been the most effective and efficient in its application. The approach and structure is focused on student-centered learning. Constructivist theory and the instructional design process are noble to use together in the design.

Entries:

Anthony, G. (1996). Active learning in a constructivist framework. Educational Studies in Mathematics, 31(4), 349-369.

This article highlighted the active learning process through cognitive, metacognitive and engagement of self-monitoring, formulation of goals and use of planning. In order to be effective, one must have all the management strategies present and used appropriately in the student’s system. Anthony points out that having students involved in discussion and answering questions is a knowledge construction. Therefore, using current knowledge to construct new knowledge that captivates the principle of constructivism.

Engel, M., Scott, T., Cole, M. (1992). Computers and education: A cultural constructivist perspective. Review of Research in Education, 18, 191-251.

This article discusses that online courses serve to examine the practice of constructivist method in the instructional design. Engel points out that prior knowledge must be practiced and the content of the course must be suitable to the learners learning style. Also, the facilitator needs to encourage the learner to increase insight from multiple perspectives.

Gazi, Z. A. (2011). A step for evaluating constructivist approach integrated online courses. Turkish Online Journal of Educational Technology, 10(3), 13-20.

This study found that students like online courses in higher education for lifelong learning to attribute their personal and professional practices. Significantly, the notion of the constructivist method in online instruction in connection to real life experience was based on learner satisfaction. Therefore, this study found that the constructivist learning process, were from peer learning, collaborative learning, and developing skills developed the factor analysis, which evolve around the learners.

Jonassen, D. H. and Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1 ), 61-79. Activity theory is a framework for analyzing needs, tasks and outcomes for designing Constructivist Learning Environment. This is socio-cultural that focused on people interaction, and learning that occurs only in a meaningful activity. This motivates a person in a hierarchical analysis of activity analysis.

Evangeline Beaver Summer 2012

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Lueddeke, George R. (1999). Toward a constructivist framework for guiding change and innovation in Higher Education. The Journal of Higher Education, 70 (3), 235-260

The purpose of this article is to help the public notice the change in implementation required in higher education in reference with the constructivist theory. The fundamental changes in teaching and learning in higher education will modify existing practices into generative learning focus in student-centered learning environment. The guiding change were identified that faculty wants to change the role of leadership and have students thinking role to be thinking together in multiple perspectives by field of learning.

Molebash, P. E. (2002). Constructivism meets technology integration: The CUFA technology guidelines in an elementary Social studies methods course. Theory and Research in Social Education, 30(3), 429-455.

This article discusses how instructor’s epistemology is constructivist. It is their belief for effective technology integration in particular is instructor methods of instruction must be effective, efficient, and appeal for enhances learning strategy. Also, this study discovered that teachers have the opportunity to experience how technology plays a part in their daily tasks in the classroom.

Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to the design of educational technology. Educational Technology Research and Development, 46(3), 53-65.

Petragalia points out that we have to focus on how to make students participate in order to discover the answer on their own. He also points out that preauthentication limit a student’s ability to attempt to find solutions in answering the problem. Therefore, authenticity is the key factor of the constructivist theory and important because many individuals interpret understanding differently in order to answer the problem. This article discussed a real impact on how educators and educational technologist lose sight of student-centered learning environment.