The 13th International Scientific Conference

eLearning and Software for Education

Bucharest, April 27-28, 2017
10.12753/2066-026X-17-036

USING CONSTRUCTIVIST THEORY IN E-LEARNING EFFECTIVELY

Mihaela Aurelia ȘTEFAN

University of Craiova, Al. I. Cuza Street, Craiova, Romania
stefan.mihaela25@[Link]

Abstract: Constructivism is a theory of learning centered on apprenticeship in scientific knowledge of

reality, bringing science as a process in school.
If traditional training focus is on the teacher, on his teaching activity in order to achieve certain
objectives, standardized ,in constructivism learning important is the reality known being interpreted,
understood by each student's own.
Under the new constructivist guidelines there is no longer focus on the reception of transmitted
information, but it is intended that pupils / students to critically analyze, solve varied cooperate,
teacher having the role to guide and facilitate learning activity.
In this paper we assume that e-learning offers to students the opportunity to learn constructivist and
vice versa, using educational situations where ICT resources are significant use, the autodidact has the
ability to document himself , to obtain updated information, to enrich the vocabulary of the domain of
interest, to develop strategies for building knowledge.
To validate the previous assumption, the methods used were: systematic observation, questionnaire,
focus group interview.
From our investigative analysis approach, we split opinions/beliefs of students about the process of e-
learning, we recorded systematic observations on the behavior of learning in the educational activity.
This study is intended as a support, in understanding the complexity of academic learning, emphasizing
the idea that the professionalization of teaching, a constructivist learning requires and develops e-
learning capabilities.
Passionate student of a particular area, certainly will not limitate himself to a course support, he
sought to consult other virtual bibliographic sources to discover, build by multimedia, structured and
focused informations.

Keywords: didactical professionalization, constructivist approach, e-learning, autonomy, self-directing,

metacognition.

I. THE ESSENCE OF COGNITIVE CONSTRUCTIVIST PARADIGM

1.1 The priority of mental construction

The Constructivist Paradigm, which has been so much discussed in literature recently, calls for
the need to focus on the learning process. (Black, McClintock, 1995).
Feature of Postmodernism in education, Constructivism represents an alternative method of
instruction through “focusing processes needed for understanding on student’s individuality and the
role of the group in learning, on strategies of teaching through research, on making better use of real-
life situations and contexts, on the new roles of the teacher.” (Joiţa, 2006).
Whoever learns must apply themselves with responsibility in the learning environment, their
attitude exceeding the stage of being a more or less active participant. In other words, the student who
is learning creates learning situations together with the teacher. He becomes a person who studies,
who builds up his own knowledge through studying.

244
 We consider that every learning experience thus projected has effects not only on the cognitive
and metacognitive level, but also on the personality level, modelling attitudes, influencing self-
acknowledgement, stimulating motivation.
Emphasis lies on integrating certain specific internal conditions and independent search, but
also on interaction with the teacher, the group and the computer.
Starting from the idea that constructivist learning implies independence from the teacher, a type
of independence that has to be gradually developed, we consider e-learning to be a strategic
alternative, as a case in point. Moreover, using electronic devices provides the one who is studying
with the opportunity to enrich their specialized vocabulary, related to their field of interest, to develop
strategies of building knowledge.
1.2 E-Learning and restructuring the learning process
E-Learning is a generic term which designates a type of learning by means of electronic
devices. More precisely, it describes learning done with the help of a computer connected to the
Internet, which offers pupils, students and course-attendants a new opportunity to learn almost
anytime and anywhere. Electronic learning can be defined as a synthesis which results from using
electronics combined with instruction through the Internet. (Cerghit, 2006).
The term “e-learning” is also known as “on-line learning”, “on-line education” or “distance
learning”.
The Internet represents “a universal network of computers connected with one another by a
mutual «protocol» of communication.” The «protocol» is a system of rules and techniques which
allow computers of different types, from different areas or countries, to communicate with each other
more efficiently than with other media.” (Gotesman, 2001).
The efficiency of this original type of network consists not only in the inherent performances of
the computers, but also in the communication created between its users. This type of communication is
primarily multimedia (combining text with image and graphics, with sound and word), interactive and
dialogue-mode at the same time. (Cerghit, 2002).
The Internet can be used in the learning process with the aim of: diversifying the thematic
approached, putting into circulation the most recent and useful information, varying problems and
worth-acknowledging cases, promoting technological abilities etc. (Wilson, Lowry, 2000).
Due to the integration within a unitary system of instruction CAI (Computer Assisted
Instruction) + Internet, electronic learning has the possibility to operate with a wide range of (media)
means of learning: text, graphics, static and animated image, sound, short films etc. and in hyperlink
mode (of multiple connections). Thus, it is possible to recur to a lot of methodological suggestions
(methods), consequence of integrating such technologies.
The majority of e-learning media allows: audio and radio interactivity, monitoring the activities
of the participants, simulations and sub-group work. This is actually electronic learning – a
multimedia system. The person who resorts to it, does so out of conviction, with responsibility and
with a definite purpose in mind, since he searches especially for the information which is necessary or
of personal interest.
The student can access the desired information at any time, study it for as long as he considers it
necessary and discover shortly a lot of systemized and concise information with the help of
multimedia. The student who is keen on a certain field will definitely not restrict himself to a course
book, trying to consult other sources.
That is why it is also necessary for instructors who provide students with the information
needed for their training to add other virtual bibliographical sources which might be useful.
Among the advantages of using e-learning technologies we can mention:
a) the mere acquisition of pre-existent, teacher-transmitted and book-presented information is
outrun;
b) they relate better to the new needs of information and knowledge;
c) the wide range of informatics resources can be explored for any type of educational activities;
d) they make immediate self-assessment possible;
e) they facilitate the personalization of learning and personal instruction process;
f) they allow reducing time and space constraints;
g) they lead to the formation of logical capacities related to information acquisition;

245
 h) they have a strong educational potential etc.
E-learning gives the student the possibility of self-assessment, of using immediate feedback
efficiently, it allows self-restructuring the search, self-motivation, it encourages self-reflection on
personal ideas, i.e. it leads to the development of metacognition, an important factor in constructivist
theory.

II. CONSTRUCTIVIST LEARNING REQUIRES AND DEVELOPS E-LEARNING

CAPACITIES – AN INVESTIGATIVE PROCESS
In our investigative undertaking, we started from the premise that e-learning offers students the
opportunity to learn in a constructivist manner and vice-versa; using educational situations which
employ information and communication technology devices efficiently, the student has the possibility
to gather documentation (to obtain updated information, to enrich the specialized vocabulary specific
to his field of interest), to develop strategies of building knowledge.
In our approach to research, the following objectives should be set:
a) the knowledge and assimilation, by the students, of the theoretical approaches and
pedagogical language involved in the teaching process (knowledge and assimilation but in
a constructivist way, focusing on the following proceedings: interpretation, argumentation,
finding solution, transferring; the accent however, should be on the development of the
critical, divergent thinking, on comparating analysis);
b) de-construct and re-construct the inner self teacher by means of the traditional pedagogical
methods (What does teaching really mean in the traditional view? What does teaching
mean in the constructivist, postmodern view?
c) to be open out toward innovation, toward newness; to be receptive towards the new
requirements and changes in education.
We have aimed to create learning situations which would determine the student to engage in
studying with motivation, to become co-architect of his own knowledge. In other words, in the case of
experimental classes, the formative activities taking place were based on student-centred learning, on
student’s personal effort to build his own knowledge with the help of electronic devices.
In Constructivist Instruction, from a mere information transmitter, the teacher becomes a
mediator, a coordinator, a facilitator, a tutor, a negotiator, a manager, an organizer, a coach, a (human,
material, informational, didactic etc) resource manager, an evaluator, a role-model. The student,
instead, has the following roles: researcher, investigator, (ideas, hypothesis) creator, collaborator,
negotiator.
The sample consisted of 143 students (The Faculty of Letters and The Faculty of Law – The
University of Craiova), who attend the courses provided by the Teaching Staff Training Department.
In order to validate the previous hypothesis, the methods used were: systematic observation, the
questionnaire, the focus-group interview.
The systematic observations have recorded learning conduct within instructive-educational
activities, and the questionnaire and the focus-group interview have underlined students’ opinions /
convictions about the e-learning process.
In what respects students’ learning behaviour in educational activities, so as to record the
material necessary to subsequent analysis and interpretation, we have resorted to observation
protocols which contain certain features that allow classification and registration of data resulted from
observation: the type of involvement in the task, the type of answer.
In what respects the type of engagement in the task, the results are hopeful. As a result of the
experimental programme, several aspects can be noticed:
- on the one hand, a rise in the number of students who engage immediately in the assignment
given and who solve it autonomously, without help from the teacher;
- on the other hand a fall in the number of students who delay engagement in solving the task
and demand help for its completion.

246
 Observational indicators Observational indicators
Sample
Type of engagement in the task Type of answer

help

argued

not argued
asking for help

reproductive
engagement

engagement

creative, original
delay in

clear and
immediate

ambiguous and
solving without
Witness (Classical 42,85% 57,14 35,71 64,28 28,57 71,42 39,28 60,71
Reproductive % % % % % % %
learning)
Experimental 60,71% 39,28 64,28 35,71 57,14 42,85 67,85 32,14
(E-learning) % % % % % % %
Table 1. Learning behaviour – Observational indicators

As it can be noticed from the data presented in the table above, a rise is recorded in the types of
answers, as well.
The applied questionnaire aimed at collecting data about essential aspects of the learning
process: teacher’s roles in the process of e-learning (as subjects perceive them); difficulties
encountered by the subjects in e-learning; students’ proposals for the facilitation of e-learning skills
formation, the extent of using electronic means in the learning process. As a consequence of
measuring and analysing the data, we have arrived at the following results:

Criteria Result Values

a) ask questions and then guide 62%
students in finding the answers
(with the help of electronic
In order to build e-learning skills, devices);
students consider that the teacher b) involving students in 22%
must discussions on a previously set
topic;
c) lay emphasis on exposition of 16%
new information;
a) setting objectives in learning; 18%
b) choosing information sources, 42%
some of them being erroneous or
The difficulties encountered by out-of-date;
students in e-learning have to do c) synthetizing and interpreting 26%
with: information in approaching
scientific topics;
d) formulating personal 14%
reflections;
The extent of using electronic Very much 30%
devices Much 45%
in the process of Constructivist Little 15%
Learning None 10%
a) establishing priorities in e-learning;
b) drawing up a study plan;
Students’ proposals for c) consulting ideas from several works;
facilitating e-leaning skills d) analysing thoroughly the known ones;
building: e) synthetizing knowledge with the help of schemata, cognitive maps;

Table nr. 2. Results registered as a consequence of applying the questionnaire

247
 From the above-presented data, it can be inferred that using electronic devices in Constructivist
Learning has become a common practice for most of the investigated subjects. Furthermore, this leads
to developing skills of self-observation, identification and monitoring of mental activities. All the
questions raised in subjects’ minds confirm this aspect.
We synthetize in the table below some of the data collected resulting from the focus-group
interview (the questions and hypothesis that the subjects included in the sample think of during e-
learning):

Questions / hypothesis formulated Questions / hypothesis formulated Questions / hypothesis formulated

before learning during learning at the end of learning
What information do I want to find? What information should I choose Has the information I have found
to copy on my own computer? met my own expectations?
Will I discover the information I What shall I do next? Visit other If I had searched more thoroughly,
need? sites or stick to the information would I have obtained other
found so far? necessary information?
Will the information found be Would it be a good idea to switch to What else could I have done in
sufficient? a different search engine? order for the outcome to be the
desired one?
Which are the key words for the Is the information I have gathered Did I use electronic devices
problem I want to approach? sufficient to elaborate my paper? efficiently?
Will I also find bibliographical If I put forward other key words, I If I connected to the Internet again,
information on the topic I am would obtain more useful I would probably find other
interested in? information. information, too.
Will the time I have at my disposal If I wrote down all the specific How could I further improve my
be enough to search for examples I have found, they would own documentation process?
information? be useful for writing my paper.
If I used more search engines, I How to deal successfully with the Was the learning process efficient?
would definitely obtain a better contradictory information I have
result. come across so far?

Table nr. 3. Results registered after applying the interview

Other findings:

 All the subjects who have improved their own constructivist learning process took advantage
of the unique qualities of electronic devices;
 The computer helps self-taught people to find out new information alone, fill in insufficient
data obtained from other sources, collaborate using correspondence with other computer users;
 Using electronic means while studying can develop metacognitive activity.

III. CONCLUSIONS

First of all, this investigation has verified our initial hypothesis: on the one hand, e-learning
encourages forming constructivist learning abilities; on the other hand, constructivist methodology
inevitably leads to the development of e-learning competence because it lays emphasis on the active
participation of the student in the direct process of acquiring knowledge.
With the aim of facilitating the formation of e-learning skills, we draw teachers’ attention to the
importance of conducting an educational activity centred on the student, to the promotion of the
conditions which facilitate constructivist learning.
We consider that constructivist methodology prepares the future teacher to become a good
organizer of learning experiences through: the development of independent and divergent thinking; the
stimulation of cognitive flexibility, so that the students can acknowledge the fact that «many things
can also be regarded from a different perspective»; the thesis of cognitive flexibility (Spiro, 2001) puts
forward the existing potential of the subject researcher, the constructivist teacher having the role to
determine which previous representations are necessary for achieving the cognitive compilation

248
(Anderson, 1996) of knowledge; the overcoming of some learning algorithms ingrained as a result of
traditional.
During the course of pedagogy, a series of difficulties appeared. \the following scheme is an
attempt to identify them:
a) difficulties related to the change resistance of the subject: this resistance was mainly felt in
the first part of the experiment when the new teaching conception was partially assimilated;
b) constructivist strategies, due to their necrophagy, produced obstacles in the school syllabus
teaching;
c) difficulties regarding the pedagogical projection; a real prediction of the future approaches
can't be achieved; emphasis on alternative methods projection;
d) obstacles regarding the constructivist evaluation: it is difficult to achieve a measuring of the
capacities, abilities and skills; il is difficult to evaluate the individualized cognitive
processing.
The results of the research have proved that the constructivist theoretical and methodological
approach in the development of students, as future teachers, is possible, even necessary.

Reference Text and Citations

[1] Anderson, J.R., Reder, L.M., Simon, H.A. 1996. Applications and Misapplications of Cognitive Psychology to
Mathematics Education, [Link]
[2] Black, J. E, Mcclintock, R. 1996. Constructivist Learning Environments: Case Studies in Instructional Design. In
WILSON, B. (Ed), Educational Technology Publications. USA. Englewood Cliffs
[3] Cergit, I. 2002. Sisteme de instruire alternative şi complementare. Structuri, stiluri şi strategii, Editura Aramis.
Bucureşti
[4] Cergit, I. 2006. Metode de învățământ. Editura Polirom, Iași, editura a IV-a, Page 305
[5] Gotesman, E., 2001. Impactul instruirii asistate de calculator asupra învățării și evaluării, teză de doctorat susținută
la Universitatea din București. Pag 24
[6] Joiţa, E. 2006. Instruirea constructivistă – o alternativă. Fundamente. Strategii, Editura Aramis. Bucureşti. Page 98
[7] Siebert, H. 2001. Pedagogie constructivistă. Bilanţ asupra dezbaterii constructiviste asupra educaţiei, Institutul
European. Iaşi
[8] Spiro, R.J. 2001. Cognitive Flexibility. Constructivism and Hypertext: Random Access Instruction for Advanced
Knowledge Acquisition and ILL – Structured Domains[Link]
[9] Wison, B.G. Lowry, M. 2000. Constructivist Learning on the Web. [Link]
[Link]/_bwilson/[Link]

249
 Reproduced with permission of copyright owner.
Further reproduction prohibited without permission.