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Applying constructivism in a traditional environment.

Article Excerpt
Abstract

In traditional learning practices whereby students simply receive and consume knowledge, they fail mostly to utilize and develop their potential, and end up typically becoming part of the traditional graduates with limited real life experiences. Constructivism allows students to experience learning and construct knowledge. Critics argue that applying constructivist principles is impractical. However, the theory can be implemented if the learning environment is organized to facilitate the application of constructivist styles without discarding parts of the traditional structure that is helpful. A hybrid of different styles that do not conflict, but instead complement one another, is a significant way to deliver instruction. This paper describes a mid-western university certificate program's application of constructivist learning styles.

Introduction

Instructional styles that promote learning through personal experiences, interaction and collaboration have become appealing in the last few decades. Student-centered learning provides students with opportunities to explore, discover and construct knowledge that is relevant, applicable, and useful instead of passively receiving information from teachers. Students no longer have to receive prepackaged content but actively contribute to the construction of their own knowledge for real world activities. Constructivism has emerged as a significant learning theory that emphasizes student-centered learning (Dalgarno, 2001).

Though traditional teaching and learning styles are still widespread, individual instructors and programs have tried various techniques to meet the learning needs of their students which were not being met by the traditional teaching methods (Jonassen, 1991). A two year certificate program in a Mid-western university implemented a constructivist learning style by creating a curriculum focused around student participation in curriculum and course design, pedagogical planning and practices, and course and program evaluation. The program was a 30 quarter-hour undergraduate certificate program with a strong emphasis on real-world projects and problem-solving skills. This multidisciplinary program was supported and coordinated by the Colleges of Business, Communication, Engineering, and Arts and Sciences. It prepared students for leadership and global issues. Courses were not traditional classes with lectures and tests, but involved project and problem-based learning, peer learning, student-led teaching, field experiences, and group activities. Learning settings included classrooms, the web, student homes, and distant field locations. The program required students to live together in the same residential building. The program, hereinafter refereed to as the Universal Program, applied the constructivist learning techniques by encouraging students to experience real learning that was practical, performance-based, multidisciplinary and global, and which could be connected to contemporary world events. This paper describes the experiences and activities of the Universal Program and application of the constructivist principles in learning.

Constructivism

Perspectives Learning theories and practices have...

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