Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Abstract

Aim/Background: Pharmacy educators often incorporate electronic learning or e-learning to facilitate learning among pharmacy students. E-learning can be designed based on the Social Constructivism Theory (SCT). The learning outcomes of e-learning that is developed based on the SCT should be assessed continuously and they should include the evaluation of students' perceptions on the Social Constructivist Learning Environment (SCLE) of their e-learning. The present study aims to investigate pharmacy students' expectations for their e-learning and evaluate the extent to which e-learning fulfils their expectations. Methods: A cross-sectional survey was carried out among the second-and third-year undergraduate pharmacy students in a Malaysian Public University to assess the students' perceptions on the SCLE of two e-learning components offered in two core courses: Principle of Pathology (PP) and Pharmaceutical Care (PC) using the Constructivist Online Learning Environment Survey (COLLES). Results: All students who were invited to participate in the study responded to the survey (response rate = 100%, n = 336). In general, students had positive but moderate expectations and satisfaction towards e-learning. Students mostly expected e-learning to be relevant to their professional practice. The second-year PP students were satisfied with their e-learning, but the third year PC students rated their experience to be lower than their expectations. Conclusion: As a conclusion, although e-learning that was developed based on the SCT can resulted in SCLE, the expectations of the third-year pharmacy students were harder to fulfil compared to their younger counterparts. This warrants innovation in e-learning content and processes for the third-year students.

Gamificación y aprendizaje colaborativo en línea: un análisis de estrategias en una universidad mexicana

“…El aprendizaje colaborativo es un enfoque educativo de la enseñanza y aprendizaje para que los estudiantes trabajen juntos en la resolución de un problema, completar una tarea o crear un producto , esta forma de aprendizaje se ha empleado en la enseñanza presencial con buenos resultados (Laal & Ghodsi, 2012) Azhari et al, 2020), mismos que han permitido tener una serie de indicadores clave para identificar el aprendizaje colaborativo en línea, como el pensamiento reflexivo, la interacción, el apoyo del profesorado, los compañeros y compañeras, interpretación, relevancia, entre otros; a partir de los cuales se puede medir si se alcanzó el aprendizaje colaborativo en línea mediante las estrategias y materiales utilizadas en las unidades de aprendizaje en un curso EaD (Taylor & Maor, 2000;Yen et al, 2018).…”

“…En relación con la confiabilidad y validez del instrumento, se obtuvo mediante el análisis de estudios similares donde se comprobó a través de los resultados de consistencia interna un coeficiente α de 0.80 (Yeo et al, 2006;Rivero, 2018;Azhari et al, 2020). Por su parte, Baker (2005) considera que las escalas son útiles tanto para los profesores como para los investigadores en la identificación de un aprendizaje colaborativo auténtico basado en la EaD; y recientemente, Gutiérrez y Duche (2021) afirman que este instrumento permite la integración de un modelo para el aprendizaje colaborativo en línea en tiempos de confinamiento por la contigencia sanitaria provocada por el COVID-19.…”

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“…El aprendizaje colaborativo es un enfoque educativo de la enseñanza y aprendizaje para que los estudiantes trabajen juntos en la resolución de un problema, completar una tarea o crear un producto , esta forma de aprendizaje se ha empleado en la enseñanza presencial con buenos resultados (Laal & Ghodsi, 2012) Mohamad et al, 2006;Fraternali & Herrera, 2019;Azhari et al, 2020), mismos que han permitido tener una serie de indicadores clave para identificar el aprendizaje colaborativo en línea, como el pensamiento reflexivo, la interacción, el apoyo del profesorado, los compañeros y compañeras, interpretación, relevancia, entre otros; a partir de los cuales se puede medir si se alcanzó el aprendizaje colaborativo en línea mediante las estrategias y materiales utilizadas en las unidades de aprendizaje en un curso EaD (Taylor & Maor, 2000;Yen et al, 2018).…”

Affective Support Mediated by an On-Line Constructivist Environment in Times of Covid-19

“…In this process of adapting from school to university, the management of various online learning situations is very important, this from the construction of meanings through 4 key elements in a constructivist virtual environment, such as the "situation", "cooperation", "conversation" and "construction of meanings" [8], based on this concept, Taylor and Maor [9] devised a survey to obtain data about experiences in an online learning environment based on constructivist theories: Constructivist On-Line Learning Environment Survey (COLLES). The 24-item Likert-type instrument allows examining the quality of learning experiences in 6 factors: Relevance, which allows highlighting the importance of online learning in professional practices [10]; Reflective Thinking, stimulates critical and reflective thinking through online learning; Interactivity, which allows participation, dialogue, feedback and interactivity with available technological resources; Tutor Support, allows evaluating how well tutors or professors participate actively in the generation of meaningful learning for students; The Interpretation explains how students and professors or tutors, understand the online communications of others and Affective Support, is the most important factor that supports the constructivist dimension of education for online learning, based on a sensitive and encouraging support [11].…”