Exploring a Framework for Constructivist Design with the eLearning Space

Abstract

Learning designers and academics require ways to rapidly create eLearning courses. An alternative to time-consuming, content-heavy resources is to design authentic learning experiences that derive from constructivist design. This study aimed to investigate the optimisation of critical learning design elements that informs a constructivist instructional design approach within the Australian eLearning higher education context. A group of subject-matter experts (n = 53) from various Australian higher education institutions were purposefully selected to participate in an eDelphi expert panel. An electronic questionnaire was administered to a larger sample (n = 434). This study employed exploratory sequential design within a mixed methods approach as narrative and numerical data analysis. The Wilcoxon rank-sum test and Kruskal-Wallis process were applied to validate the perception of respondents identified for the research. The results from the study indicated that learning design elements associated with constructivist concepts such as social learning presence, learning interaction, meta-cognitive load, knowledgesharing space and knowledge construction may be conducive to the construction of knowledge. The framework presents a modality that can be implemented by instructional designers, academics and online course developers when creating complex eLearning spaces.eLearning Definition: Purposed for this Chapter Electronic learning (henceforth referred to as eLearning) can be argued to be a natural extension of distance education. In recent years, mobile technologies (e.g., tablets, mobile phones, smartphones, iPads) have become increasingly popular devices and are now also used to access the web-based modality (Strong et al., 2012). eLearning takes on various modes, such as blended learning, hybrid learning or mixed-mode education. This means that face-to-face (classroom) interaction can be blended with M. Axmann (B)

Implication of E-learning and AI Individualized Pedagogical Perspectives

“…Constructivism is a paradigm that highlights the process of active learning, in which learners build knowledge using their observations, interactions, and analyses [18,19]. In e-learning, this might manifest as problem-solving, teamwork, and seeking out resources activities.…”

“…In e-learning, this might manifest as problem-solving, teamwork, and seeking out resources activities. Constructivism focuses mostly on how humans internally process information and generate knowledge through their experiences [19]. The process of learning is structured to have a stimulus that comes from the objective world create a sensory perception, which then shapes the individual's subjective experience.…”

A social constructivism approach to learning digital technologies for effective online teaching in Covid-19

“…While the literature indicates several challenges faced by school teachers, one of the prime challenges is the use of online tools and technologies in the online class [10]. Indian schools had not trained their teachers for the imparting education online and there was no time available [11]. Use of technology and adopting appropriate tools of technology for effective online classes was a humongous challenge.…”