Promoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome

Abstract

The present day school system curtails children’s natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class.

The development of positive education combined with online learning: Based on theories and practices

“…Other models and approaches could offer different additional possibilities. There are existing studies that combine the PERMA model with the Constructivist Digital Learning Heutagogy model (A model guided by online learning theory) to design positive educational interventions in the online format ( Khan and Thomas, 2022 ). In the future, the possibility of correlating other theoretical models of online learning with the PERMA model of positive education could be further explored.…”

“…Carrying out positive education through online learning is one of the future trends of positive education. However, few reports have combined relevant theories and practices to elaborate the relationship between positive education and online learning ( Morgan and Simmons, 2021 ; Khan and Thomas, 2022 ). In the following paragraphs, we will connect each component of the PERMA model to the theory and practice of online learning to elaborate how online learning promotes positive education in the future ( Figure 1 ).…”

“…A recent study used constructivist digital learning heutagogy to reveal the relationship between positive education and online learning. The findings found that constructivist digital learning heutagogy can promote positive emotions ( Khan and Thomas, 2022 ). It is also worth noting that emotion is often present in online learning communities ( Derks et al, 2008 ; Marchand and Gutierrez, 2012 ).…”

“…Another widely applied positive education program involving an online format is called “Bounce back!.” “Bounce back” is a series of interactive books, supported by online materials and games, which covers a range of curriculum units: Values, Resilience, Courage, Emotions, Relationships Bullying, and Humor ( McGrath and Noble, 2003 ). There is also a recent study that specifically explores the relationship between positive education and online learning, and results reveals that learning through constructivist digital learning heutagogy supports positive emotions, academic achievement, and learning engagement ( Khan and Thomas, 2022 ). In addition to games, developing self-learning materials and creating situated learning guided by constructivism also integrate the whole environment into students’ learning, and successfully provide multiple avenues for learning processes and eventually promote learner engagement ( Wanniarachchi, 2016 ).…”

Examining the Optimal Choice of SEM Statistical Software Packages for Sustainable Mathematics Education: A Systematic Review

“…This was also applied for Science, Technology, Engineering, and Mathematics (STEM), since it was referred to as multidisciplinary [68,69] and was not focused on just the field of mathematics, although the use of publications from other disciplines [43] leads to a broad view and provides the foundation to synthesize the research field from different perspectives [70]. Surprisingly, six studies were eligible in the targeted field; however, methodological flaws existed, as they never mentioned the SEM statistical applications [71][72][73][74][75][76]. Since those studies were deemed as useful for this systematic review, authors contacted the authors via email.…”