1

Applications of Constructivism in Online Learning Communities

Kimberly Hefty
Ed Tech 504
Synthesis Paper
Reviewed by: Angie Kruzich
Education is everybodys business the individual, the organization, and the nation state
(Gokool-Ramdoo, 2008, p.13)
Abstract
Using a social-constructivist approach, educators must respond to recent advancement of
technology following the invention of the Internet, using online learning along with the
promotion of online learning communities to accommodate modern students. In order to best
meet the ever changing needs of a modern, technologically savvy student educators must analyze
emerging theories such as transactional distance theory.

Comment [1]: Angie Kruzich:

the abstracts I saw had this in Italics?

Keywords: constructivism, social constructivism educational technology, online learning,

learning communities, Transactional Distance Theory (TDT)
Introduction:
The history of educational technology includes all inventions in the progression of tools used to
promote learning. Though seemingly insignificant, the introduction of the pencil to classrooms
caused groundbreaking changes in education. Today, educators are faced with the task of
responding to another major shift in technology, the rise of online learning. In the past 10 years

Comment [2]: Angie Kruzich:

You have some spacing issues throughout the
paper. They may have been a conversion
problem...if not see comments in paper. Like
here I would tighten the space between title and
paragraph like we learned in 502.
Comment [3]: Angie Kruzich:
insignificant for today's standards,

there has been a significant increase in the use of the Internet as both a technology and an
educational tool. Since the invention of the Internet, web-literacy has continued to grow among
the general population, allowing for tremendous progress in educational technology. As the
definition of education expands to include online learning, educators must expand their
pedagogy to accommodate this shift. However, it is important that educators maintain a social
support structure for students despite the transition from a physical classroom setting to a virtual

Comment [4]: Angie Kruzich:

comma not needed

setting. The constructivist approach to education accommodates both the necessity of social
interaction in learning and individualist nature of modern learning. In response to the recent shift
in technology and educational pedagogical trends, educators should use Social Constructivism as
a guide to expanding student-learning possibilities while also encouraging the use of online
learning communities to foster collaboration in order to meet the modern students full spectrum
of needs.
Constructivism and Social Constructivism
Constructivism is a theory of education. In Constructivist theory, knowledge is considered to be
uniquely constructed by the individual as opposed to acquired from an outside source. In order
for the individual to construct knowledge, the individual must engage in interactions the learning
environment they inhabit, as well other learners within that environment. The individual must
then filter through all of the information they acquire in order to construct new knowledge.
Constructivism is not a single or unified theory and is based on the works of Piaget, Bruner, and
Goodman (Ertmer & Newby, 1993 p.62). Constructivism was developed from the fields of
cognitive science. The constructivist pedagogy is strongly influenced by the ideas of John Dewey
and William James. The socio-historical work of Lev Vygotsky, Jerome Bruner, and Ernst von
Glasersfeld has also had a significant impact on constructivism (Yilmaz, 2008 p.165). Although
not all of these people collaborated, their ideas have been combined to develop a modern sense

Comment [5]: Angie Kruzich:

This section needs an intro P explaining what
you are going to discuss. You jumped right into
one of the definitions. There is a paragraph on
page 8 that would be a fantastic intro. Maybe
flow your ideas from constructivism to social to
a little on-line intro at the end of section to help
transition to next section. Then save most online ref for next section since that is part of the
title.
Comment [6]: Angie Kruzich:
tighten spacing
Comment [7]: Angie Kruzich:
It is a learning theory, used in education...not an
educational theory per say.
Comment [8]: Angie Kruzich:
should this be capitalized or not? I would say
no, because the word isn't a proper noun. I had
issues with this earlier this semester about what
to do.
Comment [9]: Angie Kruzich:
this P is a good definition!
Comment [10]: Angie Kruzich:
interactions within

of constructivism.
Constructivist theory focuses on the utilization of the scaffolding approach to learning. In

Comment [11]: Angie Kruzich:

extra space bar?

constructivism there is an emphasis on the importance of active involvement of learners in

constructing knowledge for themselves. The learner, or student, has a significant stake in their
own learning. Instructors teach basic skills and gradually build up to (scaffold) more complex
problems. Knowledge is not passively received from the world but is developed and created by
learners trying to make sense of their experiences (Yilmaz, 2008 p.162). In social constructivism
knowledge is not purely objective but is socially constructed and the teachers major role is that
of facilitator. In constructivism, a teacher clarifies instead of informs, guides instead of directs,
and supports a students effort rather than insist on their own methodology (Jonassen & Lund,
2000).Constructivism encourages a student to discover or explore within a given framework or

Comment [12]: Angie Kruzich:

This feels like a new P. And it is currently your
first mention of social constr. Then isn't
mentioned again for a while and not often. But
title has social in it. Maybe you can clarify when
which is which?
Comment [13]: Angie Kruzich:
In social constr? Within this section it would
help to be more clear when you are discussing
constr vs social constr.
Comment [14]: Angie Kruzich:
need a space...and is this social constr or not?
If switching add the word whereas?

structure. The teacher acts as a facilitator who encourages students to discover principles for
themselves and to construct knowledge by working to solve realistic problems. Learning happens
when students make personal connections to what they are studying and share this knowledge
with others.
In order to apply the pedagogy of constructivism, one must explore the key constructivist
principles. According to Williamson, constructivism draws upon a number of philosophical and
psychological antecedents rather than being a sharply delineated construct formulated by a
specific theorist, there is no set definition for what constitutes constructivism (Williamson, 2010
p. 7). Appleton & King claim that there are five axioms to constructivism. The axioms are:
reality and its elements, causality, unique contexts resulting in absence of generalization, the

Comment [15]: Angie Kruzich:

This is a run-on sentence, but I see it is a quote!
So who proofed the original? I saw grammar
issues in other quotes too! Maybe double check
your source to see if it is typed correctly.

relationship between the researcher and the phenomena under study and the impact of values on
the inquiry process. They attribute these axioms to the work done by Guba & Lincoln in 1982
and 1985 (Appleton & King, 2002). In other words, constructivism promotes learning through
experience and interaction. The more experiences and interactions a student encounters, the
more, in theory, they will learn. These postulates provide a foundation to build pedagogical
models. Assuming the axioms put forth by Appleton & King are accurate we can start to
construct a working model of constructivism that can be applied to a classroom.
If the axioms are the foundation, then the structure for a constructivist learning environment can

Comment [16]: Angie Kruzich:

did this space correctly? seems tighter?

be built by Foxs key principles. First Fox summarizes that through constructivism learning
is an active process. Students must fully engage with new information then process this
information with previous knowledge to construct and create their own understandings. Students
must be fully engaged in order to learn. They cannot be passive in their educational experience.
Secondly, knowledge is constructed, rather than innate, or passively absorbed. Constructivist
principle asserts that students must build their knowledge through active participation. Learning
will optimally occur when a student is fully engaged. Students can be active through solving
problems and finding solutions, optimally within a group of learners. Thirdly, knowledge is
invented not discovered. When students interact with each other and participate they are able
create new knowledge. Socially constructed learning situations provide the opportunity for
students to construct their own knowledge. Knowledge can then be distributed and can be shared
among the learners. Fourth, all knowledge is personal and idiosyncratic and is socially

Comment [17]: Angie Kruzich:

The constructivist principle?
Comment [18]: Angie Kruzich:
implying social constr but you started with
constructivism only.
Comment [19]: Angie Kruzich:
First I am unsure where to place this comment.
:) There are a lot of repeating definitions of
constructivism throughout the section. You
could take some out and not lose ideas in
paper. And this would help cut the length a bit. It
would also help the reader to just intro constr
then flow to social constr. Then maybe just stick
with social thereafter as that leads to your idea
that on-line learning must maintain the social
aspect too.
Comment [20]: Angie Kruzich:
able to create

constructed. Knowledge can be constructed after an individual reflects upon previous

knowledge then merges this new knowledge with previous knowledge. True collaboration and
communication achieved through social interaction between learners will create lasting and more
profound knowledge. Fifth, learning is essentially a process of making sense of the world.
Students are no longer dependent on the teacher as the main source of information. With
constructivism, the students interact with and explore the world around them. Finally, according
to Fox, effective learning requires meaningful, open-ended, challenging problems for the
learner to solve (Fox, 2001 p.24). The teacher must act as a facilitator, a mentor and a guide.
The tasks put to the students must have a purpose that the students can identify with. The
problems to solve must provoke the students to expand their way of thinking and explore new
ways of thinking.
Each ideology from Fox is equally important and must be integrated for a successful educational

Comment [21]: Angie Kruzich:

spacing tighter?

experience. Students must be actively engaged and invested in their own education. Multiple
students could have the same teacher, the same class, the same materials but the knowledge each
student constructs may be vastly different, based on their personal pre-experiences and their
unique interpretations of their social experience within the class. By providing students with the
opportunity to explore and examine material, in a truly open-ended fashion, no two students

Comment [22]: Angie Kruzich:

no comma needed

could possibly construct the same knowledge. The knowledge gained from a constructivist
classroom will not end with the class; but will grow as the student gains more knowledge from

Comment [23]: Angie Kruzich:

comma instead?

the world around them.

The emerging world of online learning creates an interesting challenge for constructivists. The

Comment [24]: Angie Kruzich:

spacing is tighter?

best synthesis of social constructivism principles applied to online learning can be summarized
by Schweizer, H., Whipp, J., & Hayslett, C. (2003). Schweizer, Whipp, and Hayslett identified
four key principles for creating online instruction based on social constructivist theory. First, the
instructor must create a complex environment[s] and authentic tasks. To create a truly
authentic task, the outcome should not be predetermined. The results must be allowed to
naturally occur. Second, the instructor needs to insure social negotiation of meaning.
Individuals must be able to test their cognitive constructions against one another and to gain new
understandings from one another. This can occur as they reflect upon the variances among their
individual conceptions. Third, and most importantly, teachers need to facilitate intentional
learning communities. Students must be encouraged and supported to work together as a

Comment [25]: Angie Kruzich:

needs a space

community to achieve a shared learning objectives and individual learning objectives. Fourth,

Comment [26]: Angie Kruzich:

did you want singular or plural?

instructors and designers of online education must provide assistance for learners at varying
zones of proximal development (Schweizer et all, pp.145-146). The zone of proximal
development "is the distance between the actual development level as determined by
independent problem solving and the level of potential development as determined through
problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky,
1978). In other words, this is the range of tasks and capabilities that an individual can accomplish
with assistance, but are unable, at this time, to perform independently.
Schweizer, Whipp, and Hayslett also identified the unique circumstances of the online learner:

Comment [27]: Angie Kruzich:

spacing got bigger?

distance and isolation. In order to create an optimal learning environment for the online learner
course designers and instructors must develop ways to overcome these issues. Providing

Comment [28]: Angie Kruzich:

add comma

assistance and creating multiple and varied opportunities for interaction is a critical first step.
Within constructivism there are more specific theories that lend themselves to the application of

Comment [29]: Angie Kruzich:

spacing got bigger?

constructivism in education. Social constructivism is a branch of constructivist theory that asserts

that students learn from their interactions with others as well as their individual reflection on
those interactions. Social constructivism incorporates the aspects of Piagets theory that people
learn through the integration of experience and belief and Vygotskys theory that the personal
pursuit of knowledge is influenced by the context of the social situation in which they occur

Comment [30]: Angie Kruzich:

This is the paragraph that I think would be great
towards the beginning. Maybe not the intro but
within the 3rd paragraph right before you
mention social for the first time.

(Matthews 2003). John Dewey was a major force for progressive education and social
constructivism (Matthews, 2003 p. 54). John Dewey insisted, that philosophy and science are
always embedded in the contexts of cultural practice a world of action and interaction
(Hickman, 2009). By marrying the ideas and mindsets of these contributors we create a current
understanding of constructionist theory. According to Kala Yilmaz, [constructivism theory] is
characterized by plurality and multiple perspectives (Yilmaz, 2008 p. 163). Incorporating
social constructivism a model can be developed to approach all types of education, especially
online education.
Educational Technology, Online learning and Social Constructivism

Comment [31]: Angie Kruzich:

Social constructivism can be incorporated within
all types of education, especially online
education.

In the modern classroom, technology has become both a requirement and an important

Comment [32]: Angie Kruzich:

less space?

instructional tool. Educational technologies are the tools used to enhance understanding and
comprehension of a subject matter. Online learning is the latest popular educational technology.

Comment [33]: Angie Kruzich:

Intro needs to include a reference to social
constr. and how it relates.

Elaine Allen and Jeff Seaman published a report in 2007 about the growth of online learning,

Comment [34]: Angie Kruzich:

Online learning is one of the latest educational
technological advancements.

Online Nation. Five Years of Growth in Online learning. According to this report, online
learning is growing at faster rate than that of traditional higher education. In 2006 twenty
percent of all higher education students, nearly 3.5 million students, participated in at least one

Comment [35]: Angie Kruzich:

...learning in the journal (?) Online Nation called
Five...
Comment [36]: Angie Kruzich:
add comma

online course, causing a ten percent increase over the previous year. During this time, online
learning grew at a rate of 9.7 percent compared to 1.5 percent for traditional higher education

Comment [37]: Angie Kruzich:

1.5 percent growth

during the same time period.

In response to the recent increase of online learning, educators must evaluate and develop
strategies to optimize and facilitate the changing educational landscape. According to William
Williamson, online instruction is a rapidly changing field of teaching. Advancing instructional
technology and an evolving body of knowledge on the pedagogy of teaching online are
challenging instructors to continuously adapt new innovations to improve their online courses
(Williamson, 2010 p. 1). A Constructivist approach to these shifts in educational trends can
provide a critical foundation for approaching online learning. In Constructivism, the goal of an
educator is to encourage the students individual learning process rather than control it (Jonassen
& Lund, 2000). Because of the already individualistic nature of Internet use and online learning,
Constructivism and online learning are especially compatible.
Educational technology is the study or practice of the use of technology to facilitate learning.
Educational technology can refer to the use of various techniques to reach students such as
"application of senses, memory, and cognition" (Garrison & Anderson, 2003). These techniques
may be administered through a variety of mediums. Educators study the theory behind
educational technology in order to "ethic[ally]" apply these teaching techniques and achieve
effective results in the classroom (Garrison & Anderson, 2003).
Constructivist principles, specifically social constructivist principles can be applied to online
learning by promoting the individual through supporting their motivation to create knowledge.
Considering constructivist principles, online learning is especially focused on the individual and

Comment [38]: Angie Kruzich:

This paragraph doesn't flow with P before or
after. Either take out or connect to online
learning and add transitional wording. Or can go
later...see next comment.

would therefore prove to be especially internally motivating for the student. According to Swan,
Higher education has traditionally emphasized constructivist approaches to learning in the sense
of individual students taking responsibility for making sense of their educational experiences
(Swan, 2002 p.3). As Fox asserted, learning is an active process where knowledge is created and
invented not absorbed or discovered. The individual learner must be even more internally
motivated when learning online. The learner centered tenants of constructivism suggest that
learners who are intrinsically motivated should perform well in a constructivist environment
(Williamson, 2010 p. 7).
Technology can be the bridge that connects constructivism principles and the modern online
student. The constructivist principle that all knowledge is personal and idiosyncratic can be
achieved with the appropriate structure. Modern online curriculums have the ability to
individualize instruction and respond to diversity of learning cultures and motivations.

Comment [39]: Angie Kruzich:

Educational Technology. And maybe put that
disjointed defn here?
Comment [40]: Angie Kruzich:
can be achieved with an online course
structure.

Student-centered learning environments are critical for constructivism and technology. They
allow for the implication and implementation of technology. In an article by Hannafin and Land
they assert that "Student-centered learning environments represent significant potential for
optimizing the capabilities of both technology and learners" (Hannafin, Land 1997 p.172). To
completely represent or define education technology we need to address and analyze our, as
educators, approaches to education. In a traditional classroom where the teacher lectures, the

Comment [41]: Angie Kruzich:

doesn't flow...maybe take out as educators

ability to fully utilize technology is limited, often to what the students do on their own. But in a

Comment [42]: Angie Kruzich:

on their own outside of class.

student-centered environment, especially an online environment, the opportunities to utilize

technology are optimized, if not maximized.

Learning Communities and Social Constructivism

One critical component of constructivism is the social component and the concept of the learning
community. Dewey (1959) stated that the educational process has two sides one
psychological and one sociological; and that neither can be subordinated to the other or neglected
without evil results following (p. 75). A learning community can be created within the virtual
world to benefit the individuals learning process by combining web-based technology in order

Comment [43]: Angie Kruzich:

learning

Comment [44]: Angie Kruzich:

less space and/or be consistent for every title

to distribute assignments, share learning materials, and provide a route for students to
communicate with each other.
The key principle of social constructivism that can determine success is the learning community.
Learning communities are the result of student social interaction and collaboration. Interest in
creating a community to help facilitate and support learning has been a long-term interest for
many educators seeking ways to enhance the learning experience for their students (Jonassen &
Land, 2012 p.268). By providing students with a way to respond to each other, the individual
students ability to create knowledge will improve as well. Social presence is a critical aspect of
any community, especially an online community (p.273). Connections between members are
the building blocks for the formation and growth of a learning community (p. 273). This
presence is directly affected by social context, online communication, and interactivity (p.273).
For education, the teacher whether online or in person plays a critical role in facilitating or
creating opportunities for interaction.
Community-building also helps reduce or prevent feelings of isolation and alienation that often
contribute to distance education student attrition. According to Swan, constructivist approaches
and community are necessary for creating and confirming meaning and are essential for
achieving effective critical thinking. Therefore, constructivist approaches and community must
be necessary parts of higher education (Swan p.4).
Schweizer, H., Whipp, J., & Hayslett, C. specifically identified Intentional learning
communities as a key principle for creating successful online instruction based on social
constructivist theory (145-146). Online learning communities allow for online learning
technologies to meet the standards of these constructivist principles. Students participating in an
online learning experience are provided access to a space where they are given authentic tasks
or assignments to complete based on specific course material and are able to engage in social
negotiation of meaning by communicating with other students through chat or forum response
as a part of an intentional learning communit[y] (145-146).
Traditional students learn in a naturally formed social setting by communicating with each other.
They can share their thoughts, and pick up on both verbal and nonverbal cues from one another.
To compensate for the lack of physical proximity, teachers and facilitators in an online

Comment [45]: Angie Kruzich:

chat rooms?
Comment [46]: Angie Kruzich:
This would be a good intro paragraph.

environment must redefine and redefine the communication opportunities and skills. A high

Comment [47]: Angie Kruzich:

twice?

degree of interaction between student and teacher is critical to the success of instruction (Desai et
al., 1998). In a traditional classroom communication opportunities occur naturally. In an online
environment, the instructor must act as a facilitator to promote active participation and
communication. Technology requires the teacher to remain active in communicating to
students in order to maintain attention and motivation (Desai et al., 1998).
Given the transition from physical classroom meeting spaces to virtual collaborative space it
is imperative that educators employ social technological tools that promote communication such

Comment [48]: Angie Kruzich:

need more space
and should not be indented

as texting, chat rooms, e-mail, and discussion areas to provide for a Social Presence (Desai et
al, 1998). A critical aspect to social interaction in an online learning environment is providing
opportunities for collaboration, such as group projects. Technology requires a distinct
interaction with learners and high technology devices that provide a strong interaction between
the learner, learner/instructor, and the content as well as other learners in the distance education
environment (Desai et al., 1998). Educators need to develop curriculum and content based on
Social Constructivism where a culture is fostered by the collaboration of groups to construct
knowledge. (Desai et al., 1998)

Transactional Distance Theory

Modern technology is rapidly changing education. There are many emerging theories that are
helping to define and develop the sociological and psychological shifts in education. In the
1970s, scholars began to define distance education (Moore, 1991). In the early 1980s,
Transactional Distance Theory (TDT) was created (Moore, 1991). Distance education refers to
more than just geographical distance. Distance refers to the disconnection or separation of
understandings and perceptions that can be caused in part by the geographic distance. This
distance must be overcome by teachers, learners and educational organizations if effective
learning is to occur. This distance is often referred to as, transactional distance. TDT
provides a tool that helps recognize the several distinctive issues that separate distance education
from conventional education; helps us distinguish good practice from bad; and highlights the
piecemeal and unplanned fashion in which many providing institutions operate (GokoolRamdoo, 2008 p.11).

Comment [49]: Angie Kruzich:

spacing

10

TDT addresses the variables that exist between teachers and students in a virtual classroom:
the two sets of variables are labeled dialogue and structure (Moore, 1991 p.4). Dialogue
describes the interaction between the teacher and learner when one gives instruction and the
other responds (Moore, p.4). The second set of variables that determine transactional distance
are elements in the course design; they are the ways in which the teaching program is structured
so that it can be delivered through the various methods, such as online. The issues of dialogue
and design are not unique to distance education. These are issues for all educators, in almost
every setting. Utilizing and maximizing technology to create better connections can benefit all
learners.

Conclusion
What determines the success of distance teaching is the extent to which the institution and the
individual instructor are able to provide the appropriate opportunity for, and quality of,

Comment [50]: Angie Kruzich:

ok, you told me we shouldn't start with a
quote...but I think this is a good way to start
concl!

dialogue between teacher and learner, as well as appropriately structured learning materials
(Moore, 1991 p. 5)

By adapting and interacting multiple pedagogical models and technology educators can facilitate

Comment [51]: Angie Kruzich:

add comma

and optimize learning in the modern era. When used properly, technology can offer a multitude
of options for higher-level thinking, creative problem solving, and meaningful learning. Online

Comment [52]: Angie Kruzich:

take out comma

education is one of the fastest areas of growth in the world of education. Educational models and
theory need to adapt to the new advances in technology, specifically of the Internet and World
Wide Web. Constructivist theories of learning usually incorporate teaching strategies that
require learners to collaborate, communicate, explore, and reflect. Constructivist approaches
and community are necessary for creating and confirming meaning and are essential for
achieving effective critical thinking (Swan).
The roles of both the teacher and of a student are also changing. Teachers need to construct
environments that provoke and challenge students. Students must actively seek out interactions
and reinforcement. In order to accommodate the modern student and utilize new technologies,
educators must utilize social constructivist theory of learning to promote the success of the

Comment [53]: Angie Kruzich:

The social constru?
Comment [54]: Angie Kruzich:
take out
Comment [55]: Angie Kruzich:
reflect and should be applied to all online
educational programs.

11

individual through the utilization of online learning communities. Educators must constantly be
exploring emerging theories, such as Transactional Distance Theory, to challenge both
themselves and their students.
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