Martynenko M.Y.

Kremenchuk Mykhaylo Ostrogradsky National University, Ukraine

Objectivist and Constructivist Theory to Support Students’ Independent Learning in Distance Education

Distance education (DE) students are a special group. They are separated from the institution. They are working in a learning environment that is different that what they may see as comfortable. One problem that they have is a lack of modeling. Modeling can be the demonstration of a physical task or it can be mental modeling of thought patterns and inquiry methods. Modeling for distance students may be in the form of videotapes or audio conferencing, distance education courses.

The two theories of learning on which pedagogical strategies are increasingly being modeled are objectivism and constructivism. In an objectivist view, knowledge is external to an individual (and therefore objective). Hence, learning involves a transfer of knowledge from the instructor to the learner. In a constructivist view, knowledge is not external to an individual. Therefore, learning involves constructing one’s own knowledge from one’s own experiences. Constructivism has been broadly classified into the categories of individual, radical, and social.

Each of the objectivist and the constructivist approaches has its advantages and disadvantages. For example, while objectivism focuses on the knowledge of the subject and not on the learner, constructivism is hard to follow in today’s “e-classroom” environment. Indeed, the two theories should be seen as complementary and in certain cases no mutually exclusive rather than in conflict. It has been shown that the same instructional activity can contain both objectivist and constructivist elements and can be carried out in a feasible manner. Therefore, in DE a heterogeneous, integrated approach toward adopting the appropriate philosophy of education is desirable.

The different theories of learning provide the basis and motivation for the different instructional design models in DE. The objectivist instructional design models are associated with behaviorism and cognitive science. The constructivist instructional design models are associated with cognitive science, social psychology, and social learning paradigms.

In recent years, both objectivism and constructivism have received attention in DE. It is suggested that a teaching approach must be sensitive to the theories of learning that have been adopted and are currently in practice, but should not be constrained by any one of them. In particular, the teaching approach must be adaptive.

All the distance courses for independent learning always have assignments to be conducted outside the classroom. However, a distinct aspect of these courses is often the presence of a required project component that requires teamwork. These practices are in agreement with a constructivist approach, where the educator plays the role of a guide. This could, for example, entail providing a balance between discipline and flexibility to the students in carrying out a project with minimal guidance and timely feedback by the educator when needed.

The role of the teacher should be changing to be one who designs experiences where learners examine thinking and learning, collect, record and analyze data: form and test hypothesis; reflect upon previous understandings; and construct their own meanings.

The current system of students’ independent learning in DE is not the fault of the teacher. Modeling has to be designed to foster constructivism. An institutional shift in planning along with a change in the way teachers are trained can go along way to reaching the goal of developing self-regulated learners. There are five principles in integrating constructivism into modeling design:

Principle 1. Maintain a buffer between the learner and the potentially damaging effects of instructional practices.

· Increase effectiveness on the affective domain of learning.

· Make instruction personally relevant to the learner.

· Help learners develop skills, attitudes and beliefs that support self-regulation of the learning process.

· Balance the tendency to control the learning situation with a desire to promote personal autonomy.

· Classrooms and learning should be set up to allow for success. Give more responsibility to the student. Make them want to take hold of the new style of learning and be successful.

Principle 2. Provide a context for learning that supports both autonomy and relatedness.

· Real-life examples relevant to the learner and their environment allow internalization. Students should find personal meaning in what they are studying.

Principle 3. Embed the reasons for learning into the learning activity itself.

· Make the outcomes of the assignment fit into the procedure. If you are studying customs of another country have the learners discover what they are and apply them in class for a day or week.

Principle 4. Support self-regulated learning by promoting skills and attitudes that enable the learner to assume increasing responsibility for the developmental restructuring process.

· Create a list of skills the student should try to achieve. Include with this a set of easily implementable steps or logical sequences. Feedback will be critical to give the learner reinforcement and correction when needed.

Principle 5. Strengthen the learner's tendency to engage in intentional learning processes, especially by encouraging the strategic exploration of errors.

· An oral review of mistakes or debriefing helps to increase the ability to reflect. Point out the need to examine a problem and then determine the best strategy to use in solving it.

These are not radical or impossible tasks in students’ independent learning modeling in DE. Too often for the sake of time we do not revisit previously prepared instruction to improve upon it. A simple review with the above list in mind can lead naturally to modification of existing courses. Construction of new material can be based on the revised work.