Social Constructivist Learning Environment Research Articles

Exploring Teacher Attitudes Towards ChatGPT: A comprehensive Review

This article explores teachers' attitudes towards ChatGPT, a language model created by OpenAI, and its potential implications for education. ChatGPT employs sophisticated machine learning methodologies to produce text replies that simulate human conversations, garnering millions of users in the days following its launch. ChatGPT has several benefits, yet it may encourage academic dishonesty and overuse of chatbots. ChatGPT's human-like answers and academic assignment help raise these concerns. This can boost productivity and help students immediately, but it also increases plagiarism and cheating concerns. Chatbots may also impair student's critical thinking, problem-solving, and autonomous learning. Using ChatGPT as a tool while encouraging academic integrity and self-reliance is vital. Effective implementation tactics, clear instructions, and effective monitoring can minimize these downsides and maximize ChatGPT's benefits in educational contexts. The study utilizes the Technology Acceptance Model (TAM) framework to assess teacher attitudes thoroughly. The framework considers factors such as perceived usefulness, usability, impact on student learning, and concerns about information security and ethical considerations. According to the literature review, teachers acknowledge the capacity of artificial intelligence (AI) tools such as ChatGPT to revolutionize classrooms into social-constructivist learning environments. Even so, there have been expressions of concern regarding time limitations and the necessity for chatbots to encompass subject matters beyond the prescribed curriculum. The student demographic has positively perceived ChatGPT, citing its engaging and beneficial qualities. However, it is also recognized that certain limitations are associated with the platform. The precision of ChatGPT's replies is contingent upon the caliber of the training data, and discrepancies and imprecisions have been detected. However, ChatGPT exhibits the potential to enhance student efficiency and address standardized test inquiries.
 The review article's findings contribute to the existing body of knowledge by offering insights into teachers' attitudes toward ChatGPT. The research underscores the necessity for enhanced faculty training and consciousness to tackle issues related to academic misconduct. Additionally, it provides suggestions for the successful integration of artificial intelligence tools in educational environments, taking into account teachers' viewpoints. By comprehending teachers' perspectives towards ChatGPT, policymakers can formulate guidelines that promote the integration of AI tools in educational settings while also considering teachers' apprehensions. Furthermore, teachers can use discoveries to improve their instructional methodologies and encourage analytical thinking and creativity in student assignments.

The cross-cultural validation of the technology-enhanced social constructivist learning environment questionnaire in the Iraqi Kurdistan Region

This study’s primary aim is to validate a research instrument in Iraqi Kurdistan middle and secondary schools to explore learners’ perspectives concerning social constructivist learning environments and e-learning outcomes. The research instrument was updated and devised based on Aldridge, Fraser, Taylor, and Chen's (Aldridge et al., International Journal of Science Education 22:37–55, 2000) Constructivist Learning Environment (CLES) Survey. Additionally, it also contains two newly developed rating scales that have been taken from Luckay and Laugksch (Luckay and Laugksch, Research in Science Education 45:1–22, 2015), and a perceived e-learning outcomes scale adopted from Sultan, Woods, and Koo (Sultan et al., Educational Technology and Society 14:149–163, 2011). The instrument included seven prominent social constructivist learning dimensions and plus perceived e-learning outcomes, namely: Respect for Difference, Learner Investigation, Critical Voice, Learner Negotiation, Individual Relevance, Shared Control, Uncertainty and Perceived e-Learning Outcomes. For this study, empirical data were gathered from 1289 upper primary and secondary school students in the Iraqi Kurdistan Region. The research instrument possessed factor structure, discriminant validity, and internal consistency reliability based on the results of data analysis. Consequently, the validity and reliability of Arabic language and Kurdish language versions of the survey were verified. Hence, the principal data are sufficient for additional empirical research involving path model evaluation in order to discern any correlations between the variables included in the research model.

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Abstract: Aim/Background: Pharmacy educators often incorporate electronic learning or e-learning to facilitate learning among pharmacy students. E-learning can be designed based on the Social Constructivism Theory (SCT). The learning outcomes of e-learning that is developed based on the SCT should be assessed continuously and they should include the evaluation of students’ perceptions on the Social Constructivist Learning Environment (SCLE) of their e-learning. The present study aims to investigate pharmacy students' expectations for their e-learning and evaluate the extent to which e-learning fulfils their expectations. Methods: A cross-sectional survey was carried out among the second- and third-year undergraduate pharmacy students in a Malaysian public university to assess the students’ perceptions on the SCLE of two e-learning components offered in two core courses: Principle of Pathology (PP) and Pharmaceutical Care (PC) using the Constructivist Online Learning Environment Survey (COLLES). Results: All students who were invited to participate in the study responded to the survey (response rate = 100%, n = 336). In general, students had positive but moderate expectations and satisfaction towards e-learning. Students mostly expected e-learning to be relevant to their professional practice. The second-year PP students were satisfied with their e-learning, but the third year PC students rated their experience to be lower than their expectations. Conclusion: As a conclusion, although e-learning that was developed based on the SCT can resulted in SCLE, the expectations of the third-year pharmacy students were harder to fulfil compared to their younger counterparts. This warrants innovation in e-learning content and processes for the third-year students. Key words: Constructivist Online Learning Environment Survey, E-learning, Pathology, Pharmaceutical Care, Social Constructivist Learning Environment.

Ethical leadership within law enforcement agencies: pedagogical and cultural challenges

Purpose Effective ethical leadership is crucial for law enforcement leaders. Ultimately the presence or absence of ethical leadership has significant implications for society. Yet Western law enforcement agencies (LEAs) invest little by way of time, effort or understanding into how law enforcement leaders interpret and develop a sense of ethical competence for leadership. This is a significantly under-researched area within law enforcement anywhere in the world. The purpose of this paper is to assess, measure and more fully understand how social constructivism, problem-based learning (PBL) and self-reflection assist front-line leaders to learn and internalise ethical reasoning for leadership within a law enforcement environment. Design/methodology/approach The research was designed to assess, measure and more fully understand how social constructivism, PBL and self-reflection assist front-line leaders to learn and internalise ethical reasoning for leadership within a law enforcement environment. Data were collected during a two-day ethical leadership workshop delivered to 13 leaders in supervisory positions from the Australian Border Force and the Australian Federal Police. The pedagogical approach was to blend PBL and self-reflection within a social constructivist centred learning experience and measure changes in the ethical efficacy of the research participants through qualitative and quantitative measures. Findings The research suggests that blending PBL and self-reflection within a social constructivist learning environment can contribute towards law enforcement leaders’ learning and internalising of ethical reasoning. This is demonstrated through the measurement of ethical efficacy both before and after the learning experience, with particular growth evident towards understanding ethical perspectives and concepts. Research limitations/implications Limitations include the fact that results cannot be generalised due to the size of the case study. This is compounded by the fact that much of the data are self-reported and responses offered by the participants are subjective. As a result, much of the data were subject to the attitudes and personal perceptions of the participants thus making the information subjective. Aside from demonstrating an impactful learning approach, this research has highlighted that amongst contemporary Australian LEAs there has been little effort or progress towards finding meaningful and effective pathways to encourage or grow ethical efficacy. Practical implications Given challenges faced by LEAs, both Australian and international, the critical need for investment in learning for ethical leadership is both clear and emergent. Law enforcement ethical leadership learning cannot be satisfied through online learning and other cost-efficient means alone. A face-to-face problem-based and reflective learning environment that combines trust, tools and tension in equal measure offers promise for enhanced ethical efficacy. Achieving this requires significant investment in face-to-face learning utilising high-level facilitation skills. Social implications There is a deep and disturbing malaise within Australian LEAs in relation to ethical leadership development, exacerbated by the dearth of investment directed towards learning for front-line ethical leadership. Australian LEAs sit at the crossroads in relation to their application of ethical leadership learning. Given the recent challenges, if these agencies fail to fully engage with this opportunity, the cost will be unfortunately borne by all citizens. Originality/value The implication is a clear need to understand and establish the most effective way for law enforcement officers to grasp the importance of ethics and in doing so, learn ethical leadership. Understanding how law enforcement leaders interpret and develop a sense of ethical competence for leadership is a significantly under-researched area within adult learning and there is little evidence of similar effort within law enforcement anywhere in the world. The overarching objective of this research therefore was to identify pathways that strengthen and enhance ethical leadership as an enabler towards achieving just and corruption-free law enforcement services for the communities.

“Going Viral”: Contagious Agency Through Learned Helpfulness in a Choral Ensemble

Abstract Through hermeneutic phenomenological study (van Manen, 2015b), I explored the music learning processes of multiage learners in a choral ensemble (aged 6–16) designed as a social constructivist learning environment (Fosnot, 1996; Wiggins, 2015). The multiage structure of the ensemble fostered peer scaffolding, which flourished and became central to the culture of the ensemble. The prevalence of this phenomenon enabled insight into a collaborative learning process and how it supported learners’ construction of musical understanding and musical agency (Wiggins, 2016) of individuals within the group. Emergent themes reflected the presence of phenomena I describe as contagious, “viral,” musical agency, and care/courage, and the key role that emotion played in learning processes. Findings describe a reified community of learned helpfulness (Hogle, 2018), as learners fluidly and dialogically offered their agentive musical selves as teacher-helpers and learner-helpers (Hogle, 2018), focused on shared performance goals within the choral ensemble. Attuned learners provided socially mediated processes of pedagogical tact (van Manen, 2015a) to scaffold individuals’ learning needs, processes, and musical agency. Through this transformative process, ensemble agency, community, and musical performance flourished.

Effects of Social Constructivist Mobile Learning Environments on Knowledge Acquisition: A Meta-Analysis

This meta-analysis has two aims: a) to address the main effects of social constructivist mobile learning environments on learners’ knowledge acquisition and their academic achievements b) to address potential factors regarding design principles and instructional methods for successful social constructivist mobile environments in a blended learning context. We selected 24 articles that meet the inclusion criteria: empirical studies implementing mobile learning in a blended environment using social constructivism approach. The selected studies are not identical in terms of instructional strategies, tools and devices, period and student’s expertise level. These factors lead to variations in the magnitude of the effect sizes. The review reveals that there is a positive effect of mobile learning on the knowledge acquisition, learners’ achievements, attitudes and motivation despite the high cognitive load. This is shown through the combined effect size. A last remarkable finding related to retention is that students in such environments fulfill their academic tests, but remember less the acquired knowledge after a retention period.

The effectiveness of the model of ‘social constructivist learning environment’ design through research

This presentation is to examine whether a model of ‘Social Constructivist Learning Environment’ (SCLE) design developed by Fer by utilizing six different research studies is effective for the learning process, ethnocentrism and intercultural approaches, as well as for the academic achievement of students in different grades. The theoretical framework of SCLE comes from both Dewey’s famous expression of ‘learning by doing’ and Vygotsky’s ‘zone of proximal development’ ideas. SCLE consists of four main stages that include learner analysis, context determination, meaning construction, and learning evaluation. The role of the teacher in SCLE design is to serve as both a facilitator and moderator to the students. In general, SCLE design is effective for students of different grades, based on the results of six different research studies. It has been shown to be effective in the learning processes, ethnocentrism and intercultural approaches, as well as in academic achievement.Keywords: Social constructivism, instructional design

The effectiveness of the model of ‘social constructivist learning environment’ design through research

This presentation is to examine whether a model of ‘Social Constructivist Learning Environment’ (SCLE) design developed by Fer by utilizing six different research studies is effective for the learning process, ethnocentrism and intercultural approaches, as well as for the academic achievement of students in different grades. The theoretical framework of SCLE comes from both Dewey’s famous expression of ‘learning by doing’ and Vygotsky’s ‘zone of proximal development’ ideas. SCLE consists of four main stages that include learner analysis, context determination, meaning construction, and learning evaluation. The role of the teacher in SCLE design is to serve as both a facilitator and moderator to the students. In general, SCLE design is effective for students of different grades, based on the results of six different research studies. It has been shown to be effective in the learning processes, ethnocentrism and intercultural approaches, as well as in academic achievement. Keywords: Social constructivism, instructional design

The effectiveness of the model of social constructivist learning environment design through research

This presentation is to examine whether a model of ‘Social Constructivist Learning Environment’ (SCLE) design developed by Fer by utilizing six different research studies is effective for the learning process, ethnocentrism and intercultural approaches, as well as for the academic achievement of students in different grades. The theoretical framework of SCLE comes from both Dewey’s famous expression of ‘learning by doing’ and Vygotsky’s ‘zone of proximal development’ ideas. SCLE consists of four main stages that include learner analysis, context determination, meaning construction, and learning evaluation. The role of the teacher in SCLE design is to serve as both a facilitator and moderator to the students. In general, SCLE design is effective for students of different grades, based on the results of six different research studies. It has been shown to be effective in the learning processes, ethnocentrism and intercultural approaches, as well as in academic achievement.Keywords: Social constructivism, instructional design

Opportunities and Challenges for Students in an Online Seminar-Style Course in LIS Education: A Qualitative Case Study

Online enrollments in U.S. higher education programs continue to grow, a trend that is also seen in LIS education where in some cases entire MLIS programs are being offered online. Synchronous online seminar-style courses present interesting challenges for both radical inclusion and innovation. This qualitative case study explored the effectiveness of a synchronous, online seminar conducted via Google Hangout in an online program. The findings revealed similarities and differences between a face-to-face seminar and a synchronous online seminar. Factors such as meaningful interactions, group collaborations, and technology literacy—hallmarks of a social constructivist learning environment, play critical roles in optimizing the experience. These findings emphasize the need for a stronger pedagogical framework to guide online LIS education.

Students’ goal orientations and learning strategies in a powerful learning environment: A case study

In Dutch secondary education, experiments with powerful social constructivist learning environments are conducted that aim to appeal to students’ intrinsic goal orientations, use of deep cognitive learning strategies, and self-direction of meta-cognitive learning strategies. The aim of this study is to gain insight into the relation between learning environment characteristics and students’ goal orientations and learning strategies, by means of a case study of one innovative school. Ten lesson observations were carried out. Students (n=138) filled out questionnaires about their learning preferences. Results showed that characteristics of powerful learning environments were present. Students showed relatively strong preferences for mastery goals and had equal preferences for deep and surface cognitive learning strategies. Preferences for self-direction of meta-cognitive strategies were rather low.

The Development and Validation of an Instrument to Monitor the Implementation of Social Constructivist Learning Environments in Grade 9 Science Classrooms in South Africa

This article describes the development and validation of an instrument that can be used to assess students’ perceptions of their learning environment as a means of monitoring and guiding changes toward social constructivist learning environments. The study used a mixed-method approach with priority given to the quantitative data collection. During the quantitative data collection phase, a new instrument—the Social Constructivist Learning Environment Survey (SCLES)—was developed and used to collect data from 1,955 grade 9 science students from 52 classes in 50 schools in the Western Cape province, South Africa. The data were analysed to evaluate the reliability and validity of the new instrument, which assessed six dimensions of the classroom learning environment, namely, Working with Ideas, Personal Relevance, Collaboration, Critical Voice, Uncertainty in Science and Respect for Difference. Two dimensions were developed specifically for the present study in order to contextualise the questionnaire to the requirements of the new South African curriculum (namely, Metacognition and Respect for Difference). In the qualitative data collection phase, two case studies were used to investigate whether profiles of class mean scores on the new instrument could provide an accurate and “trustworthy” description of the learning environment of individual science classes. The study makes significant contributions to the field of learning environments in that it is one of the first major studies of its kind in South Africa with a focus on social constructivism and because the instrument developed captures important aspects of the learning environment associated with social constructivism.

Rethinking e-learning support strategies

This paper discusses an e-learning support team model developed as part of a new e-learning strategy within a tertiary education polytechnic. Based upon a community of practice model, the e-Team supports the establishment of e-learning and m-learning (mobile learning) throughout the institution as a catalyst for the adoption of social constructivist pedagogy. The paper reviews and reflects upon the impact of strategies for creating and supporting communities of practice across the institution along with the ways this model is achieving the breaking down of the barriers to ‘e’ and ‘m’ learning adoption among lecturers. This model helped to move lecturers from non-engagement to legitimate peripheral participation and onto full participation within the institution’s e-learning community, and ultimately enabling social constructivist learning environments for students. This model based on a community of practice framework for e-learning support is potentially transferable to other educational contexts.

Mobile Web 2.0 Integration

Web 2.0 tools provide a wide variety of collaboration and communication tools that can be appropriated within education to facilitate student-generated learning contexts and sharing student-generated content as key elements of social constructivist learning environments or Pedagogy 2.0. “Social software allows students to participate in distributed research communities that extend spatially beyond their classroom and school, temporally beyond a particular class session or term, and technologically beyond the tools and resources that the school makes available to the students.” (Mejias, 2006, p1). This paper illustrates this by describing and evaluating the impact of the introduction of web 2.0 and mlearning to facilitate student eportfolios within the context of a first year Bachelor of Design and Visual Arts course in New Zealand (Unitec). Core web 2.0 (social software) tools used in establishing students’ web 2.0 eportfolios included: Vox, Qik, Picasaweb, Prezi, Google Docs, and YouTube. The participating lecturers and the technology steward also used these web 2.0 tools to collaborate on the design of the project. The paper reflects upon the impact of the participants’ previous web 2.0 experience and the use of these tools to facilitate student-generated content and at the same time to act as catalysts for pedagogical change. The project is evaluated as an action research cycle within a framework of longitudinal action research investigating the impact of mobile web 2.0 on higher education from 2006 to the present.

The evaluation of career-oriented dialogues in a social constructivist learning environment

This study explored career-oriented dialogues between study career coaches (SCCs) and first-year students in a social constructivist learning environment. Four types of orientation in career-oriented dialogues were identified: action, evaluation, analysis and design. Additionally, the type of dialogue, the topics of the career-oriented dialogue, the way of guidance, and the dialogical skills of SCCs were analysed. A multi-method approach was used. A 41-item questionnaire was filled out by 27 SCCs, 8 of whom were also interviewed. In addition, 141 first-year students wrote a narrative essay. Findings suggest action and evaluation types of the career-oriented dialogues; SSCs were mainly focused on giving information and advice and rarely focused on career issues. Meaning making was hardly a part of the dialogue.

The Use of Facebook in an Introductory MIS Course: Social Constructivist Learning Environment*

ABSTRACTThe major objective of this article is to evaluate via a Design Science Research Methodology (DSRM) the implementation of a Social Constructivist learning framework for an introductory Management Information System (MIS) course. Facebook was used as a learning artifact to build and foster a learning environment, and a series of features and activities using this artifact were conducted to utilize the social interactions amongst the system's users to foster constructivist learning. Various pedagogic strategies were used to integrate activities occurring both inside and outside of the classroom setting to achieve social learning. All features utilized were evaluated based upon activities and interactions amongst all users. The research findings show great potential for the implemented features, as well as the activities conducted to take advantage of these features, and suggest possible innovative features for use in similar future studies based on feedback from this study's sample group.

Reflections on 4 Years of mLearning Implementation (2007-2010)

This paper provides a comparative analysis of five mlearning case studies involving 4 years of action research mlearning projects. The projects investigated the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009, with an analysis of the eight 2009 projects and their subsequent adaptation in 2010. The projects illustrate the impact of mlearning supported by sustained interaction via communities of practice facilitating pedagogical shifts from teacher-directed to student-generated content and student-generated contexts.

A case study of blog-based learning in Korea: Technology becomes pedagogy

The unique technological functions of a weblog have earned it a growing reputation as a pedagogical tool for educators across fields of study. While using the blog as a communicative and pedagogical platform in two different graduate classes in Korea, this study explored the premise of a weblog as a place for networked individuality. The classes studied employed blogs as a learning environment in which both active participation and discussion among team members was required to resolve learning tasks and issues. The first finding from this study was that discussion occurring in a blog forms multi-dimensional and multi-layered interactivity among the team. Second, a blog can function as a place where instructors and students can experience decentralized relationships among themselves. In the end, blogging provides an opportunity to form a social constructivist learning environment where both students and the instructor can experience a community of practice, while preserving their unique networked individuality.

Effects of Social Constructivist Learning Environment Design on 5th Grade Learners’ Learning

The aim of this study was to determine the effects of ‘Social Constructivist Learning Environment’ (SCLE) on the 5th grade primary school learners. The study sample was composed of seven 5th grade learners attending at the primary schools in Istanbul, Turkey, hi this qualitative study, a focus group method was used with a phenomenological approach, hi the scope of the study, semi-structured focus group interviews were conducted and analyzed using the method developed by Miles and Huberman (1992). Analyses showed that SCLE design is effective on learning of learners and on provision of learners with new information through group work and multimedia. At the end of the study, SCLE design was concluded to have a positive effect on learning outcomes.

Transforming Pedagogy Using Mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.