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Beyond Constriction and Control: Constructivism in Online Theory and Practice
Abstract
Constructivism has become the comfortable face of educational theory in recent years, due in no small part to the mainstreaming of learning technologies since the 1990s. Many of these technologies embed constructivism in their aspirations and actual design. But, generally speaking, the uncritical acceptance of constructivism as beneficial to education has been widespread – not surprising, perhaps, given that teaching as a profession has tended to be inspired by practice rather than being theory-led. In this chapter, the authors attempt to explore the uncomfortable tranche between theory and practice which constructivism currently occupies. Education has historically been about hierarchy and the control of knowledge and knowledge-flows, rather than about the construction of knowledge by the “amateur” individual or group. Constructivism conspires to foster active learning and the organic creation of knowledge, a radical departure from the accepted authority of the curriculum, leaning towards learning situated in the context of the learner, which is ultimately non-objective in the traditional manner. Is a bridge between theory and practice possible? In considering this question the chapter draws on the authors’ experiences in designing and running an on-line graduate degree program according to constructivist principles. In doing so, it also attempts to describe and evaluate the impact which constructivism as a theory could have on the reality of teaching and learning practice in the early 21st Century.
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