Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching

Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching

M. Beatrice Ligorio (University of Bari, Italy) and Nadia Sansone (University of Bari, Italy)
DOI: 10.4018/978-1-60566-654-9.ch014
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Abstract

In this chapter, the case of a blended university course will be described in detail. The main focus of this description will be on how some constructivist principles – such as knowledge building, active and self-directed learners, collaborative learning, communities of learners and practice - can be applied to compose the architecture of a blended university course. The course carefully integrates online activities with face to face meetings. Several educational models are also combined to guide the design of individual, small-group and collective activities able to exploit issues such as digital identities, E-Tutor, online role-play, and E-Portfolio. Principles of constructivism were always followed when setting activities and meetings. The description provided is mainly useful for teachers and educators interested in implementing a blended course with clear references to constructivist pedagogy. In addition, theoretically founded roles, tasks, and activities are outlined. The thoughtful mix of pedagogical models, online and face to face activities, individual-dyads-small group and collective learning contexts is the strongest point of this course.
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Introduction

When applied to education, constructivism calls for a radical redesign of educational goals. Rather than supporting the increase of students’ knowledge, the focus should be on the activity the person can perform in a content domain. Students should not only acquire information, but they should be encouraged to put in practice what they learn. In this way, they can develop respect and confidence in the power of their mind and extend that power to think more generally about themselves as cultural agents and about their relationship with the environment in which they are surrounded by (Bruner, 1996; Cole, 1996). To obtain such results, it is necessary to improve the awareness of connections between human activities and the sociocultural contexts within which these activities take place. This means also becoming more aware of the cultural power technology plays which should not be considered merely as a content delivery mechanism, but rather as artefacts able to support human capacity for developing new culture (Engeström & Escalante, 1996; Wartfosky, 1973). Our contemporary culture is based – at least in developed countries – on advanced technology (i.e., web-based environments, digital objects, etc.) and therefore academic and educational contexts are called upon to develop positive, cultural models of how to use this technology. The natural disposition of youth to be excited about new and creative ways of using the Internet should be utilized as leverage to empower educational models based on recommendations constructivism offers.

We believe constructivism does not necessarily imply the complete replacement of previous educational models. On the contrary, well established models can be renewed and can offer hints to constructivism especially when new technologies and new forms of peer interaction – also face to face interactions - are introduced. The ultimate result is an architecture for teaching where constructivism has been developed into a rich and well designed pathway, which blends face to face with online meetings, where students performe many types of activities and build a wide array of products. This chapter offers a detailed description of such a course, which we believe would be particularly useful for teachers interested in implementing a blended course with clear reference to constructivist pedagogy.

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Editorial Advisory Board
Table of Contents
Foreword
Michael Sherman
Acknowledgment
Carla R. Payne
Chapter 1
Maria Luisa Pérez Cavana
Taking into account the complexity and multiplicity of constructivist theories, the first part of this chapter focuses on the relationship between... Sample PDF
Closing the Circle: From Dewey to Web 2.0
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Chapter 2
Noel Fitzpatrick, Nóirín Hayes, K.C. O’Rourke
Constructivism has become the comfortable face of educational theory in recent years, due in no small part to the mainstreaming of learning... Sample PDF
Beyond Constriction and Control: Constructivism in Online Theory and Practice
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Chapter 3
Barbara de la Harpe, Fiona Peterson
There is a strong move worldwide for a constructivist theory to underpin the way teaching and learning are viewed in today’s colleges and... Sample PDF
The Theory and Practice of Teaching with Technology in Today's Colleges and Universities
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Chapter 4
Karen Swan, D.R. Garrison, Jennifer C. Richardson
This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey’s... Sample PDF
A Constructivist Approach to Online Learning: The Community of Inquiry Framework
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Chapter 5
Jennifer Lee, Lin Lin
Based on constructivist principles, this chapter provides a new instructional design map for online learning environments. This instructional design... Sample PDF
Applying Constructivism to Online Learning: A New Instructional Design Map
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Chapter 6
Beth Rubin
Constructivist education usually involves authentic assessment, which is affected by the media used to teach. Information technology can enhance or... Sample PDF
Enhancing Authentic Assessment Through Information Technology
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Chapter 7
Xenia Coulter, Alan Mandell
The adult college student, caught between the competing demands of work and home, has recently become a valuable commodity in today’s fast-changing... Sample PDF
Nontraditional Students and Information Technology: The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals
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Chapter 8
Jakko van der Pol
This chapter aims to perform a thorough analysis of students’ online learning conversations. Although offering a high potential for collaborative... Sample PDF
Online Learning Conversations: Potential, Challenges and Facilitation
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Chapter 9
Laura M. Nicosia
Contemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old... Sample PDF
Virtual Constructivism: Avatars in Action
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Chapter 10
G. Andrew Page, Radwan Ali
The key idea that sets constructivism apart from other theories of cognition was launched about 60 years ago by Jean Piaget. It was the idea that... Sample PDF
The Power and Promise of Web 2.0 Tools
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Chapter 11
Shalin Hai-Jew
This chapter examines some ways information technologies (IT) are deployed in higher education courses to help learners create robust mental models.... Sample PDF
IT-Enabled Strategies for Mental Modeling in E-Learning
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Chapter 12
Roisin Donnelly
This chapter critically explores the design and implementation of a blended problem-based learning (PBL) module for academic professional... Sample PDF
Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education
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Chapter 13
James G.R. Cronin, John Paul McMahon, Michael Waldron
Reception and use of information technology by lifelong learners within a “blended” learning environment needs to be articulated within a... Sample PDF
Critical Survey of Information Technology Use in Higher Education: Blended Classrooms
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Chapter 14
M. Beatrice Ligorio, Nadia Sansone
In this chapter, the case of a blended university course will be described in detail. The main focus of this description will be on how some... Sample PDF
Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching
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Chapter 15
Hwee Ling Lim, Fay Sudweeks
As educators utilize an increasingly wide range of technologies for facilitating interaction between distant learning parties, there are concerns... Sample PDF
Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study
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Chapter 16
Linda Lohr, Nicholas Eastham, David Kendrick
This case study describes how a constructivist theory of learning guided the design of distributed learning environment for a three credit hour... Sample PDF
Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study
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Chapter 17
Alessio Gaspar, Sarah Langevin, Naomi Boyer
This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an... Sample PDF
Facilitating Students-Driven Learning of Computer Programming with Technology
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Chapter 18
John Miller
A central component of constructivist pedagogy at the college level is the modeling and practicing of critical thinking, and since Socrates... Sample PDF
Designing Asynchronous Discussions to Teach Critical Thinking
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Chapter 19
Mark H. Schulman
The challenges for Goddard College posed by 21st Century information technologies are their incorporation into, and reflection of, the foundational... Sample PDF
"To Be in Occasional Touch": Goddard College's Progressive Principles and Distributed Learning
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Chapter 20
Carol R. Rinke, Divonna M. Stebick, Lauren Schaefer, M. Evan Gaffney
This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated... Sample PDF
Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education
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Chapter 21
Michal Zellermayer, Nili Mor, Ida Heilweil
This chapter describes the learning environment that the authors created for veteran teachers, graduate students in Teaching and Learning who are... Sample PDF
The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment
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About the Contributors