A social constructivism approach to learning digital technologies for effective online teaching in Covid-19

Abstract

Use of digital technologies can enable effective e-learning. In this paper the authors have compared cognitive constructivism approach and social constructivism approach to enable school teachers to use digital technologies for online teaching in Covid-19. It has been found that social constructivism is more effective than cognitive constructivism for enabling school teachers to use digital technologies for delivery of classes in the online mode. Online learning is a method of learning that makes use of the Internet and the World Wide Web. Given the large range of applications accessible on the Internet and the web, it has the ability to stimulate learning in a social constructivist paradigm. The social constructivist paradigm is related with collaborative learning and creative problem solving. The findings of qualitative research papers about barriers to efficient online learning are examined in this integrative literature review. Digital technologies provide teachers with a plethora of new opportunities, but they must constantly be utilized.