Constructivism and the student-centered entrepreneurship classroom: Learning avenues and challenges for US college students

Abstract

Constructivism holds that learners construct knowledge when they make sense of the world. It provides the basis for the movement from teacher-centered towards student-centered learning in entrepreneurship, which is accelerating. Yet, research into using constructivism in the entrepreneurship classroom of community colleges in the USA is seriously lacking. This study aims to fill this gap by exploring the learning avenues and challenges that college students face in the student-centered entrepreneurship classroom. Evidence indicates that participants embrace the student-centered classroom by connecting with instructors and peers, engaging in real-life application activities, taking responsibility for learning and adopting a reflective practice. However, data show that students also face challenges. They lack basic knowledge in certain areas, and need more extensive support and learning technology systems. The study proposes a path to position students as co-designers of the classroom while mitigating challenges. Implications for entrepreneurship education and future directions are discussed.