Social Constructivism in Online Learning: Andragogical Influence and the Effectual Educator
Journal Title: e-mentor - Year 2017, Vol 70, Issue 3
Abstract
Today's educational landscape is changing swiftly. Technology is steadily improving, and the demands of the modern workforce weigh heavily on both businesses and the individuals within; and so, it is imperative that higher education keeps pace accordingly. As adult learners return to school in record numbers, online (distance) learning has become a prevalent staple of academia. As a result, the learning models and teaching methods applied in online courses have arisen as a contentious source of debate. Research and expert opinion often point to constructivism - more specifically, social constructivism - as the preferred delivery mode for online learning and adult education (andragogy). However, latent ideologies and assumptions of both constructivism and andragogy, coupled with technology's overwhelming influence on contemporary education, leave the door open for continued argument regarding its impact on both the student and the teacher. Consequently, this raises several critical questions. First, what exactly are constructivism and social constructivism? Second, how does social constructivism work? Third, what roles do students, teachers, and technology play in the learning process? Lastly, how do the distinctions of andragogy affect social constructivism in online teaching?
Authors and Affiliations
Scott Secore
Keywords
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- EP ID EP328060
- DOI 10.15219/em70.1300
- Views 74
- Downloads 0
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