Constructivist Learning Research Articles

Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement

ABSTRACT This article explores student perceptions and experiences of peer review, the influences on potential feedback uptake, and the value attributed to discourse and collaborative learning processes in personal development. Higher education is increasingly promoting active student engagement in feedback, yet perceptions of the quality of feedback experiences, as voiced in evaluations and national student surveys, appear to contradict this movement’s aims, calling into question the effectiveness of current practice. This article aims to contribute to the development of dialogic feedback approaches by identifying potential barriers and enablers to effective peer review, with this insight significant for improving student learning experiences. Based on a qualitative study and thematic analysis of formative peer review practice by undergraduate students, it found that peer reviews are valued as a dialogic feedback practice because they encourage independent learning, and that they offer significant value in developing critical thinking skills and self-reflection. Key student engagement factors include constructive learning environments, emotional management, tutor-student power relations, and iterative cycles of developmental learning. The theoretical and practical implications of these findings are discussed. The article contributes novel strategies for advancing peer review practice and embedding dialogic feedback within higher education to increase student agency over their own learning.

Machine Learning in Construction: A Systematic Review with a Focus on Nigeria

Machine Learning in Construction: A Systematic Review with a Focus on Nigeria

Assessing Pedagogical Strategies Integrating ChatGPT in English Language Teaching: A Structural Equation Modelling-Based Study

This research investigates the impact of AI-powered ChatGPT technology on current pedagogical strategies, focusing on student engagement, language proficiency, and perceived usability. Data was collected through structured surveys from 301 English language learners at Ajman University (49.9%) and University of Hail (50.1%) in the United Arab Emirates and Saudi Arabia respectively. Grounded in constructivist learning theory, the results reveal strong positive outcomes. The integration of ChatGPT into pedagogical strategies significantly enhances student engagement, improves language proficiency (β=0.698, p<0.000), and increases perceived usability among English language learners in higher education institutions in the UAE and Saudi Arabia. Respondents reported that these strategies made lessons more engaging and interactive, improved their language skills, and provided a user-friendly learning interface. These findings underscore the potential of AI tools like ChatGPT to revolutionize language education by offering interactive, personalized, and effective learning experiences. Additionally, the study supports the principles of constructivist learning theory, highlighting students’ positive attitudes and perceptions towards the integration of ChatGPT-enhanced pedagogical strategies,. Practical recommendations and study limitations are also discussed.

Analysıng the Perceptıons of Secondary School Relıgıous Culture and Ethıcs (DKAB) Teachers About Measurement and Evaluatıon Process: Izmır Case

The course on Religious Culture and Ethics (DKAB) is a significant subject in Turkey's education system, aiming to help students understand religious culture and internalize moral values. DKAB lessons are designed to support students' abilities to conduct research, solve problems, and make sense of life while considering individual differences. The curriculum prioritizes meaningful learning over superficial memorization, based on the constructivist learning model. A unique approach tailored to DKAB has been adopted in the measurement and evaluation process. The Ministry of National Education recommends incorporating alternative and student-centered measurement and evaluation techniques instead of standardized methods in DKAB classes, promoting diversity and flexibility in the process. The use of methods such as performance tasks, open-ended questions, student portfolios, and projects is encouraged, enabling students to demonstrate their knowledge and skills. This study examines the perceptions of DKAB teachers regarding measurement and evaluation processes in public schools in İzmir. Data were collected from 115 teachers through snowball sampling. The study considers participants' gender, age, seniority, education level, and whether they have received training in measurement and evaluation. The findings reveal that teachers' perceptions vary based on factors such as gender, age, seniority, education level, and training status. In particular, younger and less experienced teachers were found to have more positive perceptions, while the diversity of perceptions decreased with increased seniority. These findings highlight the importance of planning professional development programs for teachers and improving measurement and evaluation processes.

Development of Autocad 2D Learning Media with the ADDIE Model

This study aims to develop AutoCAD 2D-based learning media for the Road and Bridge Construction subject for class XI DPIB students. The study uses the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation) to draw and design bridges with learning media for SMK PPGRI 1 Gresik students. This research combines qualitative data analysis in the form of improvement suggestions and quantitative data obtained from questionnaires assessing the feasibility of the learning media by test subjects. After several validation and feasibility testing phases, the AutoCAD 2D learning media is deemed suitable for vocational school education. The developed learning media includes worksheets or jobsheets and a guide to using AutoCAD 2D software. Based on expert validation, the feasibility results show a 94.29% (very feasible) score for material validation. The design expert validation scored 90% (very feasible), the small group test resulted in 67% (feasible), and the significant group test achieved 96.8% (very feasible or excellent). Applying AutoCAD 2D in Road and Bridge Construction learning improves students' technical skills, making them more prepared for careers in design and construction. This innovation also ensures the learning's relevance to industry standards.

Exploring the mechanism of Radix Bupleuri in the treatment of depression combined with SARS-CoV-2 infection through bioinformatics, network pharmacology, molecular docking, and molecular dynamic simulation.

Radix Bupleuri is commonly used in treating depression and acute respiratory diseases such as SARS-CoV-2 infection in China. However, its underlying mechanism in treating major depressive disorder combined with SARS-CoV-2 infection remains unclear. This study aims to elucidate the pharmacological mechanisms of Radix Bupleuri in treating major depressive disorder combined with SARS-CoV-2 infection, employing bioinformatics, network pharmacology, molecular docking, and dynamic simulation techniques. Active ingredients and drug target genes of Radix Bupleuri were collected from TCMSP, PubChem, SwissTargetPrediction, and SuperPred databases. Differentially expressed genes were analyzed using datasets of SARS-CoV-2 infection and major depression disorder from the GEO database. The key genes were identified by using GO and KEGG functional analyses and STRING database. Machine learning methods were employed to predict core target gene, and ROC curve analysis validated the models' accuracy and the core gene expression had been analyzed and validated with other datasets. Molecular docking and dynamic simulation were conducted to verify the affinity of the active ingredients with core target gene. Finally, immune infiltration and correlation analyses between core target genes and immune cells were performed. A total of 15 active ingredients, 1898 differentially expressed genes related to SARS-CoV-2 infection, and 814 differentially expressed genes related to major depression disorder were collected. 18 common genes were identified at the intersection of Radix Bupleuri, major depression disorder, and SARS-CoV-2 infection. The key gene JAK2 was identified through PPI network construction and machine learning model predictions. Molecular docking showed that the binding energies of the active ingredients with JAK2 were all below - 5kcal/mol, with petunidin exhibiting the highest affinity. Molecular dynamic simulations further suggested stable interactions with JAK2. Immune infiltration analysis suggested that Radix Bupleuri in the context of depression combined with SARS-CoV-2 infection may promote the activation and generation of B cells, CD4 T cells, and CD8 T cells, while inhibiting the activation of mature dendritic cells, macrophages, natural killer cells, and neutrophils. Correlation analysis of JAK2 with immune cells indicated an association with macrophage activation and the inhibition of memory B cells and activated B cells. The active ingredients of Radix Bupleuri may exhibit both antidepressant and antiviral pharmacological effects in the progression of major depression disorder combined with SARS-CoV-2 infection, through a mechanism closely associated with the JAK2 target.

Χαρτοφυλάκιον/Scrinium: An integrating activity for monitoring and assessing the learning of classical languages

Abstract This article presents an adaptation of the recent e-portfolio learning strategy, named Χαρτοφυλάκιον in ancient Greek and Scrinium in Latin, which significantly enhances the learning and assessment of classical languages in a philosophical academic setting. Developed at the University of La Sabana, this approach synergises constructivist and experiential learning theories to actively involve students in their educational journey, encouraging deeper engagement with the acquisition of ancient Greek and Latin. The e-portfolio encompasses a comprehensive spectrum of student work, from translations and grammatical exercises to philosophical reflections and cultural analyses, all while integrating the creative element of ancient artistic inspiration. The assessment of this didactic strategy employs a custom e-rubric, designed to evaluate organisational skills, independent study, engagement with primary sources, artistic integration, and coherent philosophically reflective insights. Feedback garnered from an anonymous student survey indicates that the e-portfolio not only substantiates students’ intellectual growth but also significantly enriches the learning experience, as evidenced by increased student interest and critical inquiry. The results affirm the e-portfolio’s role in fostering a holistic and interactive learning environment that promotes the students’ autonomy and critical thinking. This research contributes to pedagogical discourse by providing a model for applying reflective, project-based learning frameworks to classical studies. This paper is a product of the project Proteus I: Development of Virtual Environments for Experiential Learning in the Humanities.

Analysis of the social-epistemological dimensions of a Clinical Teaching Unit and Small Private Online Course compared to a traditional clerkship Internal Medicine.

Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions. The novel blended learning program was integrated into a clerkship internal medicine, aiming to optimize clerks' clinical workplace learning. Therefore, a traditional inpatient ward was transformed into a CTU, featuring the introduction of learning activities that promoted multidisciplinary and interprofessional learning. It included an integrated SPOC, aiming to improve clinical reasoning skills, feedback and collaboration of the clerks. The authors analyzed the clerkships' content and design, by categorizing the social-epistemological dimensions of the teaching modes offered before (traditional clerkship) and after (including CTU and SPOC) the intervention. These dimensions consisted of individual versus group (collaborative), and objectivist versus constructive learning categories. The CTU model added eleven group activities to the clinical workplace, of which nine were characterized as constructivist-group activities. It also led to more active learning of the clerks, compared to the traditional clerkship. Analysis of the SPOC revealed 344 teaching modes in total, which included 113 objectivist-individual, 205 constructive-individual and 23 constructive-group activities. Compared to a traditional clerkship, the CTU with SPOC led to more constructivist and collaborative learning and a more diverse educational program. This study illustrates a methodology to address active and collaborative learning activities in an educational program, and offers tools to evaluate and redesign one's teaching program. The methods and models described can be applied to clinical environments in other areas of medicine.

Solar Distillation as a Sustainable STEM Tool: Bridging Theory and Practice

This study addresses a gap in STEM education by integrating solar distillation as a sustainable, hands-on learning tool to enhance students’ comprehension of heat transfer concepts and increase their awareness of environmental challenges. Guided by Bruner’s constructivist theory, this project-inspired approach aims to bridge theoretical knowledge with real-world applications, particularly sustainability. Students participated actively in the solar still’s design, construction, and analysis phases, allowing them to apply scientific principles in practical contexts. The findings demonstrated that students understood heat and mass transfer concepts more profoundly and developed an appreciation for renewable energy technologies and sustainable practices. Additionally, the project highlighted the impact of external climatic conditions on system performance, promoting an awareness of environmental factors affecting sustainable solutions. This research illustrates the potential of combining constructivist learning with sustainable technology education, preparing students to address pressing global issues such as water scarcity and energy conservation.

Advancing Robotics-Enabled STEM Education in K-12: Frameworks for Comprehensive Learning Outcomes Assessment and Inclusivity

This systematic literature review examines the integration of robotics in K-12 STEM education, focusing on assessment frameworks and inclusive teaching practices. Through analysis of empirical studies from 2006 to 2021, we identify key themes in educational robotics implementation, including technical skill development, cognitive growth, and social-emotional learning. The review synthesizes findings from 15 selected papers, highlighting the effectiveness of constructivist and constructionist approaches in robotics education. Particular attention is given to assessment methodologies that promote inclusive learning environments and support diverse student populations. The findings reveal that successful robotics integration requires comprehensive assessment frameworks that balance technical competency with broader educational outcomes. We present structured frameworks for evaluating student engagement, learning outcomes, and program effectiveness, while emphasizing the importance of adaptable teaching strategies that accommodate different learning styles and abilities. This review contributes to the growing body of knowledge on educational robotics by providing evidence-based recommendations for implementing inclusive, assessment-driven robotics programs in K-12 education. Keywords Educational robotics, Assessment frameworks, Systematic review, K-12 STEM education, Inclusive education, Learning outcomes, Constructivist learning, Student engagement, Robotics integration, Educational technology

Technology for Achieving Learning Objectives Through a System-Activity Approach and the Development of Critical Thinking in Geography Studies

This article explores the integration of technology through a system-activity approach to enhance critical thinking and achieve learning objectives in geography education. The system-activity approach, grounded in constructivist learning theory, emphasizes active learning, student engagement, and critical thinking development. By incorporating digital tools such as Geographic Information Systems (GIS) and Virtual Reality (VR), the approach enables students to explore complex geographical phenomena, analyze spatial data, and engage with real-world problems interactively. This study employs survey methodology to assess the impact of technology-enhanced, activity-based learning on students' critical thinking and overall learning outcomes. The findings underscore the effectiveness of the system-activity framework in improving geography education by fostering deeper engagement and understanding of geographical concepts. This paper contributes to the ongoing discourse on educational innovation, offering insights for educators aiming to integrate modern technologies into geography studies to enhance student competencies in navigating modern information spaces and developing essential 21st-century skills.

The Application of Digital Media in Preschool English Education

With the rapid evolution of digital technology, the application of digital media is becoming increasingly important in the field of education, especially in the English learning of preschool children. This shift has prompted educators to rethink traditional teaching methods and explore how to effectively utilize new technologies to enhance the experience and effectiveness of language learning. Based on constructivist learning theory, this paper investigates how digital media promotes language acquisition and cognitive development in preschool children through rich audio-visual input. Through the classification of digital media tools, it provides a thorough analysis of the varied applications in collective teaching, regional activities, and family education, critically examining the functions and effects of digital media in each context. In addition, a detailed analysis is provided on the use of digital media tools, their impact on teachers' instructional strategies, and the acceptance and interactivity of these tools by children during the learning process. The unique advantages of digital media in English teaching are also evaluated in the paper, while its limitations are highlighted. The results indicate the challenges faced in the application of digital media and propose a series of coping strategies to promote its effective implementation in preschool English teaching. In the future, the potential of digital media in educational technology should be explored, with further research to better support children's language learning and development

Mathematical Symbolization in Relation to Arts and Culture

This paper stems from an analysis of a larger study that explored proficiency in mathematical symbolization and presents students’ representational fluency in using mathematical symbols concerning arts and culture. The research had the potential of revealing the conception of symbols by students, the thick line interconnection between mathematics and arts and underscoring mathematics symbols in the perspective of arts. The study objectives comprised finding out whether culture has mathematical concepts and how students conceive mathematical symbols concerning culture and traditions. The analysis made use of constructivist learning and ecological system theory as conceptual frameworks in lensing the study. The qualitative case study research design examined multiple representations of symbols among students in secondary schools and reported in light of symbols’ interconnections to the perspective of the arts. The findings of the study show that students are aware of mathematics concepts and their origin in the communities’ culture and prior knowledge of symbols contributes to challenges and tenacity in multiple representations of symbols in aspects of supportive and problematic conception. Discussion of these findings concerning performance in mathematics in the Kenya Certificate of Secondary Education (KCSE) may be owed to long-term negative effects on students’ understanding of mathematical symbolizations which in turn could impact achievement in mathematics. The study may be useful in recommending that emphasis could be put on better ways of integrating diverse cultures in the mathematics curriculum through curriculum documentation such as textbooks to enhance mathematical symbols’ conceptual understanding among students and reduce symbol cognitive load through proper pedagogical design

Constructivist Feedback Practices: A Comparative Study of Chemistry Teaching in Cambodian General Public and New Generation Schools

Considering chemistry teaching from a constructivist perspective, students learn abstract and complex concepts through the mutual construction between teacher and student dialogue, including teacher feedback. The teachers’ feedback to students during the question-answer exchange greatly influences students’ knowledge construction. New Generation Schools (NGS) was initiated in Cambodia in 2016 by mandating constructivist learning in education reform. In that process, this comparative study measured the different changes in the performance of Chemistry teachers’ feedback between General Public Schools (GPS) and NGS. Six chemistry teachers from GPS and three from NGS volunteered to audio-tap and videotape their lessons. Verbal transcriptions of teachers’ questions and statements were analyzed interpretively using the framework by Chin (2006) as an analytical lens. The commonality was that both groups provided neutral feedback on students’ correct answers. Thus, NGS teachers challenged students to provide the reason for those correct answers. The difference was that GPS teachers typically used directed feedback, whereas NGS teachers facilitated feedback by responding to students’ insufficient answers. Various forms of feedback in this study could serve as a practical framework, supplementing Chin's model and being utilized in professional development courses in Cambodia or elsewhere. The implication was that teachers armed with this practical feedback framework could confidently enhance their feedback strategies within the constructivist learning approach.

Assessing PBL in PBL spirit

It is important to design the assessment of problem-based learning (PBL) aligning to its learning process and outcomes defined. One is to assess the end of a learning process and report on a student’s learning, which is called summative assessment. The formative assessment is used through the collection of data along the course of a student’s learning journey, to appraise current performance and adjust the learning as well as instruction. Any assessment instrument applied for PBL should support the central concept of PBL, which is contextual learning, constructive learning, & collaborative learning. Hence the assessment in PBL should be both a process- & product-based approach.

Μετασχηματίζουσα Έρευνα Δράσης για Σκοπούς Ακαδημαϊκής και Επιστημονικής Κοινωνικοποίησης στην Ελληνική Τριτοβάθμια Γεωτεχνική Εκπαίδευση

This paper presents a qualitative action research study, designed to explore the transformative impact of critical thinking on undergraduate Geotechnical Education students in Greece. The methodology was an intervention, consisting of thirteen workshops, premised on aesthetic experience and research action. A pre-intervention discussion identified limited academic and scientific socialization and, therefore, demonstrated the need to address this challenge. A focus group discussion was conducted halfway through the research to evaluate the development of the research process. A written interview, upon completion of the intervention, shed light on the impact of the experience on the students. This action research draws on constructivist learning theory, presupposing reflection, action and collective work. Although the data analysis process is currently in progress, initial findings establish broadening of assumptions about the role and mission of a geotechnical scientist, empowerment of soft skills, as well as student agentive potential.

THE CONSTRUCTIVIST LEARNING THEORY: EXPLORING KEY TECHNOLOGICAL ADVANCEMENTS IN LEARNING MANAGEMENT SYSTEMS

The Constructivist Learning Theory emphasizes learners actively constructing knowledge through experiences and reflection, significantly influencing Learning Management Systems (LMS) design and development, which are pivotal in modern education. This article carefully examines the progress of technology in LMS while looking at it through the perspective of Constructivist Learning Theory, utilizing the PRISMA framework. The review focuses on innovations such as artificial intelligence (AI), machine learning (ML), gamification, mobile learning, learning analytics, and collaborative tools. These technologies have transformed LMS into interactive, personalized, and efficient platforms supporting active learning and knowledge construction. The paper examines how these advancements align with constructivist principles, enhancing student engagement and learning outcomes. Additionally, it addresses the challenges and limitations of implementing these advancements and suggests potential future research directions.

A Systematic Review of Research on Cooperative/Collaborative Learning in Science and Engineering Education in the Republic of Korea

Abstract Constructivist learning theories have emphasized learners’ interactions with the environment, which includes their peers. Therefore, student cooperation/collaboration has been considered crucial in science education. However, although there have been many science cooperative/collaborative learning (CCL) studies reported in Korea, there has been a lack of review studies done to delineate trends and elicit implications for future science education research. This study systematically reviewed empirical science and engineering CCL studies reported in Korea. The researchers collected literature via the Korea Citation Index repository and selected 121 papers to be reviewed. The analytical framework was adapted from the cultural-historical activity theory (CHAT). The results of a review by two science education experts showed patterns revealed in each component of CHAT, which led to a discussion aimed at comprehensively understanding Korean science and engineering CCL research. Implications for future research and teaching were elicited.

Does self-paced learning in mobile flood protection unit construction in virtual reality have advantages over traditional measures?

IntroductionThe study explores the application of virtual reality (VR) in university education, specifically within the context of civil engineering. It aims to investigate the potential of an immersive virtual lab employing self-paced learning for teaching complex tasks. The focus is on the construction of a Mobile Flood Protection Unit (MFPU), traditionally taught through written instructions or video tutorials.MethodsAn experiment was conducted involving 48 students who were divided into two groups. One group learned to build an MFPU using a VR tutorial, while the other group used a traditional instructional video. The effectiveness of these teaching tools was assessed based on factual and procedural knowledge transfer. Additionally, students' personal perceptions regarding the use of VR software were evaluated.ResultsThe findings indicated a positive effect on factual knowledge transfer when using VR. Moreover, students expressed favorable perceptions towards utilizing VR as a learning tool.DiscussionThe study suggests that VR can enhance factual knowledge acquisition and is well-received by students in educational settings. However, it also highlights the need for further research to better understand its impact on procedural knowledge gain. Future studies could explore long-term effects and different applications within various fields of education.

Supporting Nurses’ Commitment Towards Voluntary Error Reporting: A discursive paper of current policies and recommendations

Medical error is a serious public health concern and undermines healthcare organizations' commitment to drive safe, high-quality patient care. Voluntary error reporting (VER) is one key solution to address this concern because it is through conducting root cause analysis that constructive retrospective learning can take place to improve future practice. Nurses form the largest health workforce and are key stakeholders contributing to the institutional error management culture. While the significance of VER and nurses' role in driving this initiative cannot be further emphasized, studies revealed that nurses failed to engage in VER due to less positive experiences towards VER. Nurses' negative attitude towards VER can be attributed to unsupportive organizational responses to their act of VER, underpinned by the endorsement of blame, shame, and punitive culture consistent with the human approach to error management. This induces fear of speaking up for error among nurses, creating a culture of silence. This paper examines and discusses current policies underpinning the error management system and identifies the contemporary factors that challenge these policies, followed by proposing recommendations to support these policies to drive nurses' commitment to VER and improve the overall error management system.