In the article “Problem Based Learning: An instructional model and its constructivist framework” by John R. Savery & Thomas M. Daffy highlight the basic characterization of constructivism, the constructivist learning environment that elaborates the eight instructional principles and the problem-based learning model of Howard Barrows that fully captures the principle. Constructivism is a theory of learning to the practice of instruction. When the learner is in the learning environment, there is a motivation, a goal and a purpose for learning which is the primary factor that determines what the learner intends to achieve. Within this learning process, the learner attempts to construct the past experience and knowledge. The main elements that captured my attention were that problem-based learning was a constructivist educational approach that provides the opportunity for self-directed learning, and engage the learner in the problem-solving behavior. Teachers role should be a consultant and coach who challenges the learner’s thinking and support the learner in becoming an effective worker/thinker in the specific domain.
The article selected from the peer discussion “Moving across physical and online spaces by Thibaut, P., Curwood, J. S., Carvalho, L., & Simpson, A. (2014). indicate that Technology is a tool that helps to bridge the gap between the teacher and the student in clearer and better communication, being able to access information resources anytime and be lifelong learners. With the technology students take ownership of their work, teachers impart their knowledge and expertise to the students. From the learning perspective, the students develop into an independent learner by navigating the web, selecting the resources they need and achieve the outcome of the task. Stimulate cognition and performance with multiple representations modalities, and linguistic codes and they engage in new literacy practices which are multi-modal (Thibaut, Curwood, Carvalho & Simpson, 2014). From this reading, I gathered that teachers need to innovate their teaching practices as this is likely to affect student learning activities. Although, when incorporating new tools and learning processes one must first consider focusing on the students rather than on technology acquisition.
The article “An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments” by Czerkawski, B., & Lyman, E. (2016) mentions that in designing an online learning environment or context the instructors are required to design the framework by emphasizing interaction, collaboration, facilitation and feedback strategies. Having been an online student for a very long period of time I feel the most important for active student participation is feedback. This article pointed out five different types of feedback which were new to me: task feedback, process feedback, self-regulation feedback, superficial and mediated feedback. These are a very important aspect of instructor facilitation. It also notes that the most common used by instructors were (mediated) which is the least valued by the students. The strongest suggested is (self-regulated), the contributions by peers or teachers. This feedback refers to the individual’s ongoing monitoring and awareness of outcomes the suitability or inappropriateness of his or her efforts a response, resulting in the development of an internal self-regulatory process which forms a powerful incentive for learning and becomes a more autonomous learner. (Chang & Yuen, 2011). Personally, I am thrilled to learn the types of feedback from this article that I feel will be a benefit for an online teaching process.
References
Chung, Y. B., & Yuen, M., The Role of Feedback in Enhancing Students’ Self-regulation in Inviting Schools, https://files.eric.ed.gov/fulltext/EJ974510.pdf
Czerkawski, B., & Lyman, E. (2016). An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments. TechTrends: Linking Research & Practice to Improve Learning, 60(6), 532–539. https://libproxy.library.unt.edu:2147/10.1007/s11528-016-0110-z (Links to an external site.)Links to an external site.
Thibaut, P., Curwood, J. S., Carvalho, L., & Simpson, A. (2014). Moving across physical and online spaces: A case study in a blended primary classroom. Learning, Media and Technology, 40(4), 458-479. Retrieved June 3, 2019 from https://libproxy.library.unt.edu:2186/doi/full/10.1080/17439884.2014.959971. (Links to an external site.)Links to an external site.
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