Constructivism Based Blended Learning in Higher Education

Abstract

Blended Learning, which is a mix of online and face-to-face learning, can combine the benefits of both, traditional classroom learning and e-learning environments.3 The aim of this thesis is to explore how to design and implement Blended Learning environment based on Constructivism theory, which focuses on students’ experience to construct the knowledge, in order to increase learning outcomes, performance, and quality in academic institutions. An affective and successful learning environment should consider each student’s learning preferences, since the reality is that different students learn in different ways, and Blended Learning environment considers such differences by providing the best mix of different learning strategies, which makes it more effective and successful than other learning environments. One of the harshest criticisms of Blended Learning is that it focuses on the teacher for creating the knowledge, rather than on the student.11 This drawback can be overcome by applying Constructivism theory in Blended Learning environment. Moreover, applying Conversation theory, which focuses on the interaction and the communication between the teacher and the students and among the students, in Blended Learning environment supports Constructivism theory by facilitating collaboration, communication, interaction, and knowledge construction and sharing amongst the students. ICT support tools play a significant role in Constructivism Based Blended Learning environment, since employing a variety of effective and interactive ICT tools, such as online interactive whiteboard, chat system, online conference system, and discussion forum, in V implementing and executing learning activities facilitates and increases collaboration, interaction, communication, and knowledge construction and sharing among the students, which improves learning outcomes and quality. For example, an online interactive whiteboard facilitates conducting an online sessions and meetings, in which students are able to communicate, interact, make a discussion, and present a power point presentation, which as a result, increases collaboration, communication, interaction, and facilitates knowledge construction and sharing among the students. A Blended Learning model based on Conversation and Constructivism theories for “ICT Management” course for master of “Management Information Systems” program at Hasselt University is proposed to illustrate how to employ the concepts of Conversation and Constructivism theories and a variety of ICT support tools in Blended Learning environment in order to effectively improve and increase learning outcomes. The proposed model composed of a variety of online and face-to-face learning activities, which are differentiated for working students and regular students by employing a variety of ICT support tools in designing and implementing learning activities. The conclusion of this thesis includes that applying Conversation theory beside Constructivism theory supported by a variety of innovative ICT tools in Blended Learning environment, increases learning outcomes and improves learning quality significantly.