Constructivist Learning Theory Research Articles

Research on Electrotechnics Teaching Based on BOPPPS Teaching Mode

Electrotechnics has the characteristics of strong abstraction and comprehensiveness. In the current teaching, many teachers have the problems of single teaching method and insufficient design of teaching links, and students' enthusiasm for classroom participation are also weak. This is due to the unclear role of teachers in the teaching process and the lack of timely and effective feedback from students in the learning process. In this paper, BOPPPS teaching mode is applied to the teaching of electrotechnics. It follows the student-centered principle and is designed based on constructivist learning theory. This teaching method is highly implementable and interactive. If teachers apply this new teaching method, they can make the teaching of electrical engineering more diversified, and the number of students' participation becomes more. This paper also combines the electrical engineering course with the BOPPPS teaching mode to analyze the strategy in stages in order to improve the teaching quality of the course.

A Comparative Analysis of Banking and Problem-Posing Models in Online PlatformAn Action Research

This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

Impact of Personalized Learning Paths on Student Motivation and Achievement in Online High School Programs in Pakistan

Purpose: The aim of the study was to investigate the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Tailored learning experiences boost intrinsic motivation by offering autonomy and relevance, while goal-setting and progress tracking contribute to improved academic performance and engagement. These findings highlight the potential of personalized learning to meet diverse student needs and enhance educational outcomes in Pakistani online high school settings. Unique Contribution to Theory, Practice and Policy: Self-determination theory (SDT), social cognitive theory (SCT) & constructivist learning theory may be used to anchor future studies on the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Implement ongoing professional development programs for educators to effectively implement and support personalized learning strategies. Develop and advocate for educational policies that support the implementation of personalized learning paths in online high school programs. Policies should address funding allocations, technology infrastructure upgrades, and guidelines for equitable access to personalized educational resources.

Evaluation of Instructor-Generated Vs. Student-Generated Content in Online Humanities Courses in South Africa

Purpose: The aim of the study was to investigate the evaluation of instructor-generated vs. student-generated content in online humanities courses in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Studies comparing instructor-generated and student-generated content in online humanities courses in South Africa indicate that instructor-generated content offers structured and consistent learning materials aligned with course objectives. Conversely, student-generated content enhances engagement, critical thinking, and collaborative skills among learners. Effective use of both approaches, tailored to course topics and student demographics, could optimize online humanities education outcomes in South Africa by balancing instructional guidance with student autonomy and creativity. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, community of inquiry framework & self-determination theory may be used to anchor future studies on the evaluation of instructor-generated vs. student-generated content in online humanities courses in South Africa. Equip educators with pedagogical strategies that leverage both instructor expertise and student autonomy. Inform curriculum design policies that advocate for the integration of diverse content generation methods across humanities disciplines.

Impact of Personalized Learning Paths on Student Motivation and Achievement in Online High School Programs in Pakistan

Purpose: The aim of the study was to investigate the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Tailored learning experiences boost intrinsic motivation by offering autonomy and relevance, while goal-setting and progress tracking contribute to improved academic performance and engagement. These findings highlight the potential of personalized learning to meet diverse student needs and enhance educational outcomes in Pakistani online high school settings. Unique Contribution to Theory, Practice and Policy: Self-determination theory (SDT), social cognitive theory (SCT) & constructivist learning theory may be used to anchor future studies on the impact of personalized learning paths on student motivation and achievement in online high school programs in Pakistan. Implement ongoing professional development programs for educators to effectively implement and support personalized learning strategies. Develop and advocate for educational policies that support the implementation of personalized learning paths in online high school programs. Policies should address funding allocations, technology infrastructure upgrades, and guidelines for equitable access to personalized educational resources.

Examining the Impact of Chatbot-based Language Learning Support, Adaptive Learning Algorithms, and Virtual Reality Language Immersion on EFL Learners' Language Learning Proficiency and Self-Regulated Learning Skills

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

Research on the Linked Teaching Mode Constructed with TBL and CIM for Master of Translation & Interpreting

The purpose of this paper is to explore a new teaching mode suitable for master of translation & Interpreting based on the characteristics of students’ powerful practicality and high degree of engagement, linking the Task-Based Learning (TBL) of Constructivist Learning Theory and the Collaborative-Inquiry Model (CIM) in the teaching and integrating their advantages. At the same time, this paper also explores how to make full use of the advantages of the English-Chinese translation course, how to combine the teaching of the English-Chinese translation course with ideological and political education, and how to incorporate ideological and political elements into the teaching content, teaching methods and evaluation methods. According to the teaching objectives, the teaching content is designed into one or more tasks, and students are given a specific situation or a task to be handled, so that they can proactively think under the drive of strong motivation of the problem, and complete the task through learning and doing. Then basing on the guided cooperative learning, research learning and the theory of group dynamics, and on the basis of a certain content of the lecture, the teacher, the students and the media interact with each other to conduct research on a certain problem. The application of this linked teaching mode in the teaching for master of translation and & Interpreting aims to adapt to students’ learning, research, practice and cooperative needs to the greatest extent, which can greatly improve students’ logical thinking ability, collaborative research spirit and reflective evaluation ability, and also maximize students’ participation in classroom and pride in self-worth realization, so that they can learn well and happily, and take initiative in learning. The results show that: 1) the linked teaching mode of TBL and CIM can rationally allocate teaching resources; 2) it can promote students to absorb new knowledge in a task-oriented way, improve their problem-solving ability, and help cultivate the spirit of inquiry and research in students’ active learning. At the same time, it is conducive to the cultivation of teamwork spirit so that students can use the team’s strength to solve problems and to maximize the learning efficiency; 3) it can help students have a systematic and clear understanding of the macroscopic and microscopic differences between the English and Chinese languages, and choose the appropriate translation strategies according to the characteristics of the English and Chinese languages.

The potential of virtual internships for management education: capturing student journey through experiential learning

PurposeThe study aimed to capture student experience during virtual internships by identifying the facilitators and barriers during their experiential learning journey. The students were pursuing their Master’s in Business Administration (MBA) program at a business school in India. The authors shed light on the impact of COVID-19 pandemic on the current education system, specifically experiential learning through virtual internships.Design/methodology/approachAbout 38 Semi-structured in-depth interviews were conducted from July to September 2022 with the students of a business school located in Pune, India. Interviews were transcribed and analyzed to generate new themes for ascertaining the facilitators and barriers to virtual internships. Interpretative Phenomenology Analysis was undertaken to analyze the lived experiences of the respondents.FindingsStudents viewed virtual internships positively in terms of mentor support, active learning, flexibility, and an easy onboarding process. Poor work-life balance, lack of peer learning and infrastructure issues were some of the barriers/challenges faced by the students.Practical implicationsThe study discusses various managerial and administrative implications. The findings help educationists design effective pedagogy by drawing insights from constructivist learning theory, where students' active role during virtual internships must be given primary attention. Corrective measures in the pedagogy can be taken while designing a virtual internship, considering the barriers found in this study.Originality/valueThe themes identified in the study are a novel contribution to the growing body of knowledge on virtual experiential learning. The study empirically captures student experience regarding a relatively new phenomenon of virtual internships, which is the uniqueness of this paper.

My Reflexivity on Pedagogical Practices of Physics Teachers

This paper aims to elaborate my reflection on the instructional practices of physics teachers in theory and experimental classes at technical institutions in the Kathmandu district. I employed an ethnographic research design to conduct the research. I selected two technical institutions in the Kathmandu district to conduct the research, two theory classrooms, and two physics laboratories of those institutions for the participant observation process, and conducted open-ended and unstructured interviews with nine students from those institutions. I observed multiple theory and experimental classes for the entire semester period as a complete observer. In addition, I employed social constructivist learning theory to guide the whole research process. The findings from this study indicated that traditional teacher-centric pedagogical practices were prevalent at those technical institutions.

Impact of Digital Learning Tools on Student Performance in Kenya

Purpose: The aim of the study was to investigate the impact of digital learning tools on student performance in Kenya. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Digital learning tools in Kenya enhance student engagement by offering interactive and accessible educational content. These tools enable personalized learning, allowing students to progress at their own pace. However, challenges like inconsistent internet access and limited digital literacy among teachers can hinder effectiveness. Despite these obstacles, the adoption of digital technologies has positively impacted student performance in Kenya. Unique Contribution to Theory, Practice and Policy: Technology acceptance model (TAM), constructivist learning theory & media richness theory may be used to anchor future studies on the impact of digital learning tools on student performance in Kenya. Educational tools should be specifically tailored to align with Kenya’s national curriculum. Develop national policies that promote the equitable distribution of digital learning tools across different regions, including rural areas.

IMPLEMENTASI TEORI BELAJAR KONSTRUKTIVISME DALAM PEMBELAJARAN MAHARAH KALAM MENGGUNAKAN COOPERATIVE LEARNING DI MADRASAH TSANAWIAH

Constructivism theory is a learning theory that is oriented towards forming the structure of thought patterns and students' understanding of the material through experience and the learning process. This form of implementation in the field, especially in learning maharah kalam in Arabic, can be supported using the cooperative learning method. This research aims to determine the implementation of constructivist learning theory in maharah kalam learning using the cooperative learning method. This type of research is field research with a descriptive qualitative approach carried out at Madrasah Tsanawiah Satu Atap Al-Hidayah, Batu City, East Java. Data collection techniques use observation techniques and interview techniques. The data analysis used is the Miles, Huberman and Saldana analysis technique with three steps, namely condensing data, presenting data, and drawing conclusions or verification. The results of this research include the following (1) implementation of constructivist learning theory in maharah kalam learning at Madrasah Tsanawiah Satu Atap Al-Hidayah, Batu City with the cooperative learning method applied according to the steps and principles of learning, so as to provide a pleasant learning experience for students . (2) the problems encountered in implementing constructivist learning theory are a lack of initiative in discussing learning material and a lack of motivation in learning Arabic, so that efforts to deal with the problem of implementing constructivist learning theory are for teachers to provide encouragement and motivation in learning Arabic and make improvements- improvements in learning.

Critical Thinking Instruction in UK University Political Science Courses: Its Application and Impact on Students’ Political Analysis Skills

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.

Assessing the Use of Virtual Reality as a Tool for Teaching Body Responses to Hypoxia in Pre-clinical Medical Education: A Mixed-Methods Study Focusing on Student Experience and Learning

Virtual reality (VR) has revolutionized medical education, yet its specific effcacy in teaching medical physiology remains underexplored. Conveying the complexities of physiological responses to hypoxia through traditional teaching methods poses logistical challenges, potentially hindering students’ deep understanding. This study investigates the impact of incorporating VR into pre-clinical medical physiology teaching, focusing on students’ self-reported 1) knowledge acquisition and understanding of body responses to hypoxia, 2) VR technology acceptance and satisfaction, and 3) overall learning experience. Methods: In 2022, an ANU Medical School teaching enhancement grant funded data collection to develop a comprehensive storyboard for a VR hypoxia simulation program. With support from the school’s Technology-enhanced Learning and Teaching team and the university’s Centre for Learning and Teaching, we created an in-house limited prototype focusing on key aspects of the scripted VR simulation program to test its feasibility and perceived usefulness within our MCHD program. The tool was integrated into a year 1 practical session, followed by a two-part series of data collection, comprising a questionnaire and video interviews. The questionnaire used a mixed-methods approach, including 5-point Likert scale closed-ended questions rating VR perceived usefulness and ease of use, and open-ended questions allowing participants to provide qualitative responses. Interviews delved deeper into users’ experience, interactivity, collaboration, realism, practicality, knowledge acquisition, improvement suggestions, and overall technology and learning satisfaction. Results: Although the implemented intervention did not represent the full range of features envisioned for the final program, preliminary findings from the first round of data collection via questionnaires (n=45/96) reported positive user experiences. Sixty percent of responses showed agreement (agree (n=22) and strongly agree (n=5)) that learning outcomes were clear and aided by VR. Qualitative findings revealed higher motivation to use VR for learning and an intuitive interface. Thematic analysis identified improvement opportunities, including enhancing hypoxia symptom discernibility and refining visual resolution. These insights will inform the next study phase, refining features to improve the overall learning experience and address technical challenges. Conclusion: Grounded in constructivist learning theory and technology acceptance frameworks, our findings leverage realistic VR simulations to enhance knowledge acquisition and understanding of complex physiological responses. We express gratitude to the hypoxia simulation development project team (Dr Katie Freund, Yili Peng, Dr Siddarth Iyer, Dr Benjamin Mead, Prof Kevin Saliba and Dr Suzanne Estaphan) for their exceptional contributions. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Google Classroom as a Pedagogical Tool for Research Supervision: A Case Study of Undergraduate Students’ Perceptions and Experiences

This study explores the perceptions and experiences of students in a blended research supervision context facilitated through Google Classroom. The Constructive Learning Theory is incorporated as a theoretical lens in this study. This empirical study takes the subjective stance often amalgamated into qualitative inquiry. Data collection was done through a structured questionnaire which includes open-ended questions urging to write descriptive answers. Those written responses were collected from seventeen respondents. Thematic analysis was incorporated as the method of data analysis. The study exposes that Google Classroom and face-to-face sessions for research supervision support the research students’ active learning role. While the student is at the heart of the learning process, the research supervisor supports constructivism by acting as a facilitator and advisor. Further, collaborative and cooperative learning is improved in a blended environment, which is acknowledged as a crucial component of constructive learning. In the end, the students see Google Classroom as a practical, helpful, and efficient way to learn. Consequently, blended supervision is identified as a constructive mode of research supervision. Overall, this study will highlight how crucial it is to use e-platforms to create a constructive blended learning environment to improve student satisfaction and quality of learning.

All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education

Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.

Enhancing Learning Efficacy for Chinese Undergraduates Majoring in Music — A Constructive Approach

In 1977, the American psychologist Albert Bandura first proposed the concept of Self-efficacy. Once proposed, this concept has had an impact on several research fields. In the field of music learning, self-efficacy, as the intrinsic psychological motivation in the process of music learning, is an important factor affecting students' music learning. This paper examines the self-efficacy status of undergraduates majoring in Music in China using both quantitative and qualitative approaches. Based on the results of 50 questionnaires and 6 interviews, this study further proposed possible strategies to enhance students' self-efficacy from a constructivist approach. Constructivism learning theory emphasizes the dynamic nature of knowledge, the richness and difference of students' experience, and the active construction of learning, social interaction and situation, which has certain theoretical value and practical significance for college music education. This paper is expected to provide future researchers and educators in music education with research-driven theoretical support on how to facilitate undergraduates' music learning.

The Application of Constructivist Learning Theory to English Reading Teaching of Senior High School

With the vigorous implementation of education reform and the widespread implementation of quality education, the role of constructivist learning theory in English teaching, especially English reading teaching, has become increasingly prominent. This paper first learns about the current situation of high school English reading through investigation and research, and the overall low interest and learning motivation of students in English reading, and the low effectiveness of teachers' English reading teaching concepts and methods, and then puts forward the application strategies and methods of constructivist learning theory in high school English reading teaching: stimulating students' reading motivation through heuristic teaching, creating students' reading meaning background through contextual teaching, cultivating students' reading collaboration spirit through cooperative learning, and improving students' reading construction ability through inquiry learning.

Examining the Science Design Skills Competency among Science Preservice Teachers in the Post-COVID-19 Pandemic Period

The study aimed to investigate the competencies of 42 preservice science teachers from a rural university in crafting scientific investigations while utilising the constructivist learning theory as its theoretical foundation. Employing an explanatory sequential design, the research initially collected quantitative data through a pre-test, followed by an intervention in the experimental group, succeeded by a post-test phase. In order to enrich the quantitative findings, qualitative data in the form of student responses were analysed, offering a more comprehensive understanding of the preservice teachers’ proficiency in experimental design. Within the control group, no statistically significant variance emerged between the pre-test and post-test rankings, Z = −1.3, p = 0.190. In contrast, the experimental group exhibited noteworthy divergence. The Wilcoxon signed-rank test unveiled a substantial upsurge in post-test rankings when juxtaposed with the pre-test standings, Z = −4, p < 0.001. The qualitative data revealed that preservice teachers manifested a lack of familiarity with comprehension of the variables, strategies for ensuring investigation validity and reliability, and a coherent approach to gauging intervention impact. Emphasising the significance of these revelations, the study suggests plausible pathways for addressing these knowledge gaps via collaborative interventions, thus striving to effectively bridge the identified disparities.

How the fine arts create the finest students: A design thinking study

AbstractThis study addresses the problem of insufficient emphasis on art courses in helping students develop 21st‐century skills. As globalization continues, industries increasingly interconnect, creating a necessity for 21st‐century skills. Universities are responsible for equipping the next generation of scholars with the soft skills needed to succeed, such as creativity, adaptability, innovation and collaboration. However, universities disservice students and their future employers by isolating departments and overlooking collaboration opportunities. Rather than this narrow‐minded approach to education, academia must challenge the status quo and reflect on the needs of an increasingly globalized world. This research study used a qualitative single case study methodology based on constructivist learning theory and design thinking to analyse the effect of art education courses taken by non‐art majors on students' development of 21st‐century skills. The literature examines why a lack of emphasis on the arts exists and what skills students gain through arts exposure.

Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.