Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective

Bergen, Penny Van; Parsell, Mitch

doi:10.1007/s13384-018-0285-8

Cited by 27 publications

(16 citation statements)

References 36 publications

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“…It was important that peers had the capability to offer different viewpoints or come from a variety of study or work backgrounds such as clinical versus management (Swain, 2013). This insight is aligned with the previous literature that reported how students benefit from active and collaborative tasks, pedagogy of social constructivism and social engagement with peers (Powell & Kalina, 2009;Van Bergen & Parsell, 2019;Zhoc et al, 2018). Across the countries, PPI facilitated greater involvement with and understanding of academic readings.…”

Section: Discussionsupporting

confidence: 86%

“…A foundational literature to understand students' experience of PPI is the pedagogy of social constructivism, which proposes students achieve deeper learning with constructive peer interactions (Powell & Kalina, 2009). Academics need to spend substantial time and resources to design PPIs with features of social constructivism such as critical thinking, collaborative tasks and the task being meaningful to students (Powell & Kalina, 2009;Siddiqui, Miah, & Ahmad, 2019;Van Bergen & Parsell, 2019). Students experiencing effective PPIs were reported to have greater success with teamwork and enhancement of skills such as problem-solving, communication, learning autonomy, work related cognition and ethical thinking (Siddiqui et al, 2019;Stigmar, 2016; University of the Free State, 2019).…”

Section: Ppi and Engagement Of Students Of Different Characteristics And Contextsmentioning

confidence: 99%

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Can Peer to Peer Interaction (PPI) be a Global Theme to Promote Engagement in Students of Diverse Characteristics and Country Contexts

Siddiqui

Miah

Hasnain

et al. 2020

IJLTER

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Investigating postgraduate students' experience of peer-topeer interaction (PPI) to promote engagement, across diverse student characteristics and country contexts, is rare, but a task necessary to improve outcomes for increasingly diverse students in higher education. This study implemented a questionnaire survey in an Asian developing (i.e. Bangladesh; n=65) and a Western developed country (i.e., Australia; n=28) to address two research questions: first, is student experience of PPI to promote engagement consistent across developing and developed country contexts? Second, do characteristics of students influence their experience of PPI? In both contexts, PPI facilitated students' discussion of readings from different viewpoints, cognition to apply classroom learning to work and teamwork and practical problem-solving skills. In the developed country, students' age negatively correlated to engagement with readings (r=-.644) and cognition of applying classroom learning to work (r=-.649). In the developing country, age did not impact on the experience of PPI, whereas a lack of adequate technology had a negative impact. Working students in the developed country, unlike that of the developing country, were critical of relying on peers, reflecting the influence of individualism cultural orientation. The study implies PPIs can be a global theme to promote student engagement if developed in alignment with the pedagogy of social constructivism and academic and cognitive student engagement themes.

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Section: Discussionsupporting

confidence: 86%

Section: Ppi and Engagement Of Students Of Different Characteristics And Contextsmentioning

confidence: 99%

Can Peer to Peer Interaction (PPI) be a Global Theme to Promote Engagement in Students of Diverse Characteristics and Country Contexts

Siddiqui

Miah

Hasnain

et al. 2020

IJLTER

View full text Add to dashboard Cite

show abstract

“…Elements of constructivism were adopted too, to analyse the discourse within the prevailing literature using both generic and open-ended questions ( Creswell, 2018 ; Mohamed et al, 2019 ). This provides greater freedom to construct informed opinions and views on the phenomena under investigation, hence enabling researchers to acquire a deeper understanding of them ( Van Bergen and Parsell, 2018 ).…”

Section: Methodsmentioning

confidence: 99%

Reverse supply chain conceptual model for construction and demolition waste

et al. 2021

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Construction and demolition waste (CDW) substantially contributes to environmental degradation because of its intrinsic characteristics of fast and high generation volume, low recycling rate, and low revenue margins. A systemic problem is that recycling facilities are not usually a part of a reverse supply chain (RSC) specific for CDW. This makes the recovery process costs prohibitive, especially where companies are unable to receive and process large volumes of waste continuously. This paper presents a systematic analysis of the extant literature and utilizes the results accrued to develop a conceptual RSC model for CDW. In so doing, the research seeks to provide clarity on this phenomenon, while simultaneously stimulating wider academic discourse and further research endeavours. A mixed philosophies epistemological design was adopted using both interpretavism and constructivism to undertake a qualitative systematic analysis of the literature. A process diagram was produced to represent the conceptual model (CM) and thematically group the nodes into three key swim lanes that delineate the boundaries between distribution, manufacturing, and sourcing and warehousing processes. Within each swim lane, stakeholders were incorporated as key actors. A further layer of nuanced complexity was added to illustrate the key actors involved in the process, government strategies, and activity flow paths. This novel CM offers both practical and theoretical contributions to existing knowledge and signposts a future research direction. Such work will demystify reverse logistics for managing CDW, and assist government policy-makers to develop informed policies that reduce the negative environmental impact of construction activities.

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“…Model pembelajaran PBL ini merupakan salah satu model pembelajaran dengan tipe belajar kontruktivisme. Tipe belajar kontruktivisme diartikan sebagai pengetahuan yang tidak dapat ditemukan, tetapi diciptakan oleh subjek itu sendiri (peserta didik) atau dengan arti lain bahwa pengetahuan tidak ditularkan oleh guru melainkan dibangun secara individual oleh peserta didik [15]. Oleh sebab itu, dapat dikatakan bahwa model tersebut merupakan model pembelajaran yang terfokus pada kegiatan peserta didik atau Student Center Learning.…”

Section: Hasil Dan Pembahasanunclassified

Model Pembelajaran Problem Based Learning (Pbl): Kajian Literatur

Nurhidayat¹,

Nana²

2021

Preprint

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Penelitian ini bertujuan untuk mengetahui karakteristik dari model pembelajaran Problem Based Learning. Metode yang digunakan dalam penelitian ini ialah dengan kajianliteratur. Hasil yang didapatkan, diketahui bahwa model pembelajaran Problem Based Learning atau PBL merupakan model pembelajaran yang dengan pendekatan saintifik dan salah satu model pembelajaran aliran kontruktivisme dengan kegiatan pembelajaran yang didasarkan pada aspek pemecahan masalah.

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Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective

Cited by 27 publications

References 36 publications

Can Peer to Peer Interaction (PPI) be a Global Theme to Promote Engagement in Students of Diverse Characteristics and Country Contexts

Can Peer to Peer Interaction (PPI) be a Global Theme to Promote Engagement in Students of Diverse Characteristics and Country Contexts

Reverse supply chain conceptual model for construction and demolition waste

Model Pembelajaran Problem Based Learning (Pbl): Kajian Literatur

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