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"Constructivism"
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Constructivism and education
This book presents and discusses issues and educational practices that are touched on by constructivism. It draws on perspectives from a range of different fields, and invites the reader to reposition himself in relation to the major currents.
Book
Pensar al margen del horizonte y en el horizonte de los márgenes: hacia un “constructivismo fenomenológico”
El objetivo del presente artículo es el de esbozar las rasgos fundamentales del programa de aquello que podría designarse como “constructivismo fenomenológico”. Para ello, se comienza estableciendo el sentido de la noción de “horizonte” fenomenológicamente entendida y examinando sucintamente los precedentes más destacados de la posición “constructivista” (Kant, Schopenhauer y Nietzsche). Seguidamente, resultaría pertinente determinar la especificidad del “constructivismo fenomenológico” frente a las encarnaciones “sociológicas” y “psicológicas” del punto de vista constructivista. Finalmente, se indica qué, cómo y a partir de qué se constituye lo constituido y, asimismo, qué papel le corresponde a la hermenéutica en el contexto del proceso fenomenológico de constitución de lo dado.
Journal Article
Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade
In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey’s theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential.
Journal Article
Online Learning, Mobile Learning, and Social Media Technologies: An Empirical Study on Constructivism Theory during the COVID-19 Pandemic
The study’s main purpose was to discover the important factors that impact university students’ online learning and academic performance during the COVID-19 epidemic, as well as their usage of social media throughout the pandemic. Constructivism theory was used and developed with constructs mostly linked to leveraging social media for collaborative learning and student interaction during the COVID-19 pandemic, given the context-dependent nature of online learning during the epidemic. During the COVID-19 epidemic, additional components such as collaborative learning, student participation, and online learning were implemented. The enlarged model, which assesses students’ happiness and academic performance during the COVID-19 epidemic in connection to social media use, was validated using empirical data collected via an online survey questionnaire from 480 Saudi Arabian higher education students. AMOS-SEM was used to analyze the model’s various assumptions (Analysis of Moment Structures-Structural Equation Modeling). The findings revealed that (1) using social media for collaborative learning and students’ engagement has a direct positive impact on students’ interactivity with peers and teachers; (2) students’ interactivity with peers and teachers has a direct positive impact on online learning during the COVID-19 pandemic; (3) online learning during the COVID-19 pandemic mediates the relationship between students’ interactivity and satisfaction; (4) online learning during the COVID-19 pandemic mediates the relationship between students’ interactivity and satisfaction. Students, higher education institutions, and educational technology application suppliers would benefit greatly from the conclusions of this study, both theoretically and practically.
Journal Article