Constructivism: The Blue or the Red Pill of Learning

As defined in Learning Theories and Instruction by Ormrod, Schunk and Gredler (2009) “constructivism does not propound that learning principles exist and are to be discovered and tested, but rather that learners create their own learning” (pp. 184). Based on this theory of constructivism, I find it plausible to create a “social” environment in an online classroom. Each of us over time has created the reality that we are competent and able enough to achieve the goals set for online classroom learning. We have allowed ourselves to be introduced to the world of technology as well as integrated such technology within our lives enough to have a conscious understanding that we are capable of partaking in online classes and studies. Due to such a reality we motivate ourselves and one another to construct meaning of our online moments and attempt to equate them to moments that are similar to face-to-face interactions. In order to do so, initially we adapt to the guidelines set forth (e.g. course policies) and intertwine this information into our reality, yet not allowing ourselves to loss our autonomy. In doing so, online (class room) discussions are entered openly by creating an atmosphere and dialect in which we are familiar. As we build on this reality we are also building our knowledge, in turn, building on the constructivist theory or concept of learning.

To aid in our quests, we are , at times, assisted with a concept coined as “…instructional scaffolding, which refers to the process of controlling task elements that are beyond the learners’ capabilities so that they can focus on and master those features of the task that they can grasp quickly…” (Ormrod, Schunk & Gredler, 2009). For instance, based upon Bruning et al, Puntambekar and Hubscher, theory of scaffolding, upon the opening of a course our Instructor provides us with resources (support) to assist in our efforts to complete the overall task(s) or achieve a greater gnosis of the various aspects of Instructional Design. If raise concern about the course, our Instructor provides feedback or additional guidance on how to potentially reach the answer (functioning tool) through 1:1 or class discussions or communications. Upon submitting an assignment, or posting a response to each week’s chosen topic, we are posed with cognitive scenarios or questions (extending the range of the learner) which engage us in a deeper form of “social” connection as well as attaining knowledge (Ormrod, Schunk & Gredler, 2009). I find this method beneficial as it allows for those at varying levels of knowledge attainment to pace ourselves to ensure adequate retention within the intended schedule of course topics.

Based upon Kim’s (2001) view of social constructivism, it can further be argued that online studies expands an individual’s culture as well as their societal boundaries. Online studies not only allow us to interact with others from a similar stream of thought or reality, but to also expand such cognition throughout differing cultures within the world. Since our reality and knowledge are created by the very interactions we have and/or maintain, it may be safe to say that we may also create the beneficial outcomes from such ongoing interactions.

From this understanding I continue to ponder the following: If we create our realities and knowledge, then which came first and how did it come about? Or is it all simply that which does exist because it can?