1. Evangeline Beaver Summer
2012
Constructivist Theory as a framework for Active Learning: An Annotated
Bibliography
Introduction
The integration of technology and utilization in the curriculum has been reviewed that teaching
and learning theories such as constructivism has been the most effective and efficient in its
application. The approach and structure is focused on student-centered learning. Constructivist
theory and the instructional design process are noble to use together in the design.
Entries:
Anthony, G. (1996). Active learning in a constructivist framework. Educational Studies in
Mathematics, 31(4), 349-369.
This article highlighted the active learning process through cognitive, metacognitive and
engagement of self-monitoring, formulation of goals and use of planning. In order to be
effective, one must have all the management strategies present and used appropriately in
the student’s system. Anthony points out that having students involved in discussion and
answering questions is a knowledge construction. Therefore, using current knowledge to
construct new knowledge that captivates the principle of constructivism.
Engel, M., Scott, T., Cole, M. (1992). Computers and education: A cultural constructivist
perspective. Review of Research in Education, 18, 191-251.
This article discusses that online courses serve to examine the practice of constructivist
method in the instructional design. Engel points out that prior knowledge must be
practiced and the content of the course must be suitable to the learners learning style.
Also, the facilitator needs to encourage the learner to increase insight from multiple
perspectives.
Gazi, Z. A. (2011). A step for evaluating constructivist approach integrated online
courses. Turkish Online Journal of Educational Technology, 10(3), 13-20.
This study found that students like online courses in higher education for lifelong
learning to attribute their personal and professional practices. Significantly, the notion of
the constructivist method in online instruction in connection to real life experience was
based on learner satisfaction. Therefore, this study found that the constructivist learning
process, were from peer learning, collaborative learning, and developing skills developed
the factor analysis, which evolve around the learners.
Jonassen, D. H. and Rohrer-Murphy, L. (1999). Activity theory as a framework for
designing constructivist learning environments. Educational Technology
Research and Development, 47(1 ), 61-79.
Activity theory is a framework for analyzing needs, tasks and outcomes for designing
Constructivist Learning Environment. This is socio-cultural that focused on people
interaction, and learning that occurs only in a meaningful activity. This motivates a
person in a hierarchical analysis of activity analysis.
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2. Evangeline Beaver Summer
2012
Lueddeke, George R. (1999). Toward a constructivist framework for guiding change and
innovation in Higher Education. The Journal of Higher Education, 70 (3), 235-260
The purpose of this article is to help the public notice the change in implementation
required in higher education in reference with the constructivist theory. The fundamental
changes in teaching and learning in higher education will modify existing practices into
generative learning focus in student-centered learning environment. The guiding change
were identified that faculty wants to change the role of leadership and have students
thinking role to be thinking together in multiple perspectives by field of learning.
Molebash, P. E. (2002). Constructivism meets technology integration: The CUFA technology
guidelines in an elementary Social studies methods course. Theory and Research in Social
Education, 30(3), 429-455.
This article discusses how instructor’s epistemology is constructivist. It is their belief for
effective technology integration in particular is instructor methods of instruction must be
effective, efficient, and appeal for enhances learning strategy. Also, this study discovered that
teachers have the opportunity to experience how technology plays a part in their daily tasks in
the classroom.
Petraglia, J. (1998). The real world on a short leash: The (mis)application of constructivism to
the design of educational technology. Educational Technology Research and Development,
46(3), 53-65.
Petragalia points out that we have to focus on how to make students participate in order
to discover the answer on their own. He also points out that preauthentication limit a
student’s ability to attempt to find solutions in answering the problem. Therefore,
authenticity is the key factor of the constructivist theory and important because many
individuals interpret understanding differently in order to answer the problem. This
article discussed a real impact on how educators and educational technologist lose sight
of student-centered learning environment.
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