Constructivist Learning Theory Research Articles

Impact of Team Sports Participation on Social Skills Development in Youth

Purpose: The aim of the study was to assess the impact of team sports participation on social skills development in youth. 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: The study indicated that engaging in team sports fosters various interpersonal skills such as communication, cooperation, and conflict resolution. These activities provide a structured environment where young individuals learn to work collaboratively towards common goals, enhancing their ability to function within a group. Team sports also offer opportunities for social interaction and bonding, which can improve self-esteem and the ability to form meaningful relationships. Additionally, the need to adhere to rules and respect teammates and opponents promotes discipline and ethical behavior. Overall, participation in team sports is associated with improved social competence, making it a valuable tool for social development in y Implications to Theory, Practice and Policy: Social learning theory, social identity theory and constructivist learning theory may be used to anchor future studies on assessing the impact of team sports participation on social skills development in youth. Coaches and sports organizations should develop structured training programs that specifically include social skills training. Policymakers should support and fund community sports programs that emphasize team participation as a means to develop social skills.

Impact of Theater Arts Participation on High School Students

Purpose: The aim of the study was to assess the impact of theater arts participation on high school students. Materials and Methods: 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: Participation in theater arts has been shown to enhance students' academic performance, with improvements in reading comprehension, verbal skills, and overall academic achievement. This is attributed to the discipline, memorization, and comprehension skills that theater activities demand. Additionally, involvement in theater arts fosters critical thinking and creativity, encouraging students to approach problems and situations from multiple perspectives and think outside the box. Beyond academics, theater arts participation positively affects students' social and emotional development. It helps build self-confidence and self-esteem as students perform in front of audiences and receive feedback on their work. Theater also promotes teamwork and collaboration, as students must work closely with their peers to produce successful performances. This collaborative environment helps students develop strong communication skills and a sense of empathy, as they must understand and convey different characters' emotions and motivations. Implications to Theory, Practice and Policy: Constructivist learning theory, social learning theory and arts integration theory may be used to anchor future studies on assessing the impact of theater arts participation on high school students. In practice, schools should actively incorporate theater arts into core academic subjects through interdisciplinary projects that promote creative expression alongside academic learning. From a policy perspective, it is crucial for educational policymakers to prioritize funding for arts education programs, recognizing their significant role in enhancing academic performance.

Systematic Review of Bilingual Teaching Research: Based on the Analysis of CNKI Database Literature

This paper provides an overview of bilingual teaching within the context of bilingual education, examining its implementation across various dimensions. Utilizing the China National Knowledge Infrastructure (CNKI) Chinese Journal Full-text Database from 2014 to 2023, the distribution of research literature is analyzed, highlighting the active engagement and diverse themes within the field. Theoretical foundations, including second language acquisition theory and constructivist learning theory, offer a comprehensive framework for bilingual education. The current status of bilingual teaching is explored, covering its positioning, essential elements, models, and methods. Identified issues include a tendency towards practical investigations at the expense of theoretical research and a reliance on singular analysis methods. To address these challenges, future directions are proposed, emphasizing the need for strengthened foundational theoretical research and the integration of practical experiences into theoretical frameworks. This paper contributes to the understanding of bilingual teaching, laying the groundwork for further advancements in the field.

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.

Constructing knowledge: the role of AI in medical learning.

The integration of large language models (LLMs) like ChatGPT into medical education presents potential benefits and challenges. These technologies, aligned with constructivist learning theories, could potentially enhance critical thinking and problem-solving through inquiry-based learning environments. However, the actual impact on educational outcomes and the effectiveness of these tools in fostering learning require further empirical study. This technological shift necessitates a reevaluation of curriculum design and the development of new assessment methodologies to measure its effects accurately. Additionally, the use of LLMs introduces significant ethical concerns, particularly in addressing inherent AI biases to ensure equitable educational access. LLMs may also help reduce global disparities in medical education by providing broader access to contemporary medical knowledge and practices, though their deployment must be managed carefully to truly support the training of competent, ethical medical professionals.

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.

Comprehensive analysis of human and AI task allocation in the education sector: Defining futuristic roles and responsibilities

This research explores the integration of AI chatbots in higher education, examining their impact on teaching practices, learning outcomes and student engagement. AI's ability to predict and adapt offers transformative potential for educational environments, shifting skill demands and enhancing accessibility. Using the Technological Pedagogical Content Knowledge (TPACK) framework, we assess the integration of AI tools by educators. At the same time, the Technology Acceptance Model (TAM) gauges teacher’s perceptions and Constructivist Learning Theory (CLT) explores AI's support for interactive, student-centered learning. Our developed framework includes the roles and responsibilities of human educators and AI chatbots, strategies for maximizing educational benefits and addressing challenges and best practices for fostering human-AI partnerships and promoting inclusivity. The findings reveal that AI chatbots can significantly reduce administrative burdens on educators, offer personalized learning experiences, and enhance real-time feedback. This study underscores the importance of teacher training and ethical considerations in AI integration. Ultimately, we aim to contribute to the effective integration of AI in education, promoting a balanced synergy between human and technological efforts to enhance educational practices.

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.

Implementation of Vygotsky’s Constructivism Learning Theory through Project-Based Learning (PjBL) in Elementary Science Education

Implementation of Vygotsky’s Constructivism Learning Theory through Project-Based Learning (PjBL) in Elementary Science Education

Mengintegrasikan Teori Pembelajaran Konstruktivis melalui Teknologi Digital Dalam Pendidikan Islam

Constructivist theory is a learning theory that emphasizes the active role of students in constructing their own knowledge. This theory continues to be the dominant research program in producing new research and findings. With the development of technology, this theory has also begun to be integrated into digital technology, this integration prompted us to conduct research on this integration. This integration is also applied in Islamic education, so we examine the integration of constructivist theory with digital technology in Islamic education. This study aims to analyze the integration of constructivist learning theory in digital technology Islamic education. This study using library research produces research data regarding the challenges, strategies, benefits and impacts of integrating constructivist learning theory in digital technology Islamic education. This study has implications for increasing literature on Islamic education, a development to incorporate learning theory into technological advances on digital Technology, so that it can add to the body of knowledge in the field of education regarding this integration, especially in Islamic education.

Demystifying Lesotho, Rwandan and Nigerian educators’ viewpoints on smart technologies supporting AI in higher education

AbstractGiven the deluge of technology flowing into African countries from the global north, it is not a hyperbole to make a point that developed nations are better equipped to practically integrate Smart Technologies supporting Artificial Intelligence (STAI) into higher education teaching methodologies. However, conversations regarding the application of AI in higher education have been spurred by attempts at its practical implementation in developing countries such as Lesotho, Rwanda, and Nigeria. Furthermore, a dearth of literature exists regarding STAI in higher education within the contexts of higher education in Lesotho, Rwanda, and Nigeria. This dearth points to a necessity for research to be conducted to include the three countries’ higher education contexts in order for researchers to be able to comprehend the perspectives of educators in these countries on their use of STAI in teaching and learning, as well as to identify the challenges associated with integrating STAI into higher education instructional practices. This study examines these three countries as case studies to gain insights into the perspectives of these educators on smart technologies which support AI in their higher education sectors. Vygotsky’s (1978) emphasis on ‘cultural tools’ and social interaction remains crucial in the knowledge-building process, and his social constructivist learning theory underpins the study. An online, semi-structured questionnaire was designed to address the question: What are e the viewpoints of a sampled group of higher education educators from Rwanda, Nigeria and Lesotho on Smart Technologies which support AI in Higher Education? The findings revealed participant from these countries to possess varied technological knowledge of the use of STAI to facilitate content comprehension and achievement of their teaching objectives. However, we argue in this paper that the participating educators’ varied understandings of the use of STAI in higher education needs to expand and to be swiftly accommodated if the three countries are to be on par with developed countries.

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 Development of Instructional Considerations for Using Augmented Reality (AR) in Light of the Principles of Constructivism Learning Theory in Social Studies Classrooms

Objectives: There is a growing interest in embedding virtual technology such as Augmented Reality (AR) into social studies classrooms. Unfortunately, many social studies teachers struggle with technology in general, including AR-aided learning. Method: To help them learn how to employ AR technology effectively, this study used the ADDIE model to develop a set of AR instructional considerations based upon constructivist learning theory. Results: The authors validated this work via two rounds of expert panel review in four different domains: instructional design and development, technology-based theory in social studies classrooms, AR technology and education, and teaching social studies. In all, twelve experts reviewed the considerations, answering detailed, open-ended survey questions in round 1, and completed a rubric in round two. Conclusion: The resulting consideration set, should provide useful guidance for social studies teachers to integrate AR technology into their classroom practice.

Foundation Phase Teachers’ Point of Views Towards Using Social-Constructivism Learning Theory in Professional Development

The study offers the findings from the Foundation Phase teachers’ interviews assessing the effectiveness of social constructivism learning theory as a teaching method for educating teachers to identify learners with learning barriers in various classroom contexts. South African education officials need to consider which teaching practices have the potential to impact teacher professional development and ultimately improve learners’ outcomes. As the nation transitions to inclusive education, South African teachers have the challenge of not meeting the different needs of learners individually and helping them realise their full potential. An extensive body of work discusses the significance of social constructivism learning theory as the essential instrument to end the circumstance. This research had a quantitative focus. A study of twenty (n = 20) female primary school teachers in the Motheo District of South Africa who were instructing foundation phase learners participated in investigating teachers’ opinions of applying social constructivism learning theory during professional development. Purposively, participants were chosen. Four rural elementary schools were used for the investigation. A questionnaire was used to gather the data. Based on participant responses, it was discovered that social constructivism learning theory may be applied as a teaching and learning technique for teacher professional development, empowering them to identify learners with learning barriers in a range of classroom contexts.

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.

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.