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E-Social Constructivism and Collaborative E-Learning

E-Social Constructivism and Collaborative E-Learning

Janet Salmons
Copyright: © 2009 |Pages: 15
ISBN13: 9781605661063|ISBN10: 1605661066|EISBN13: 9781605661070
DOI: 10.4018/978-1-60566-106-3.ch019
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MLA

Salmons, Janet. "E-Social Constructivism and Collaborative E-Learning." Handbook of Research on Electronic Collaboration and Organizational Synergy, edited by Janet Salmons and Lynn Wilson, IGI Global, 2009, pp. 280-294. https://doi.org/10.4018/978-1-60566-106-3.ch019

APA

Salmons, J. (2009). E-Social Constructivism and Collaborative E-Learning. In J. Salmons & L. Wilson (Eds.), Handbook of Research on Electronic Collaboration and Organizational Synergy (pp. 280-294). IGI Global. https://doi.org/10.4018/978-1-60566-106-3.ch019

Chicago

Salmons, Janet. "E-Social Constructivism and Collaborative E-Learning." In Handbook of Research on Electronic Collaboration and Organizational Synergy, edited by Janet Salmons and Lynn Wilson, 280-294. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-106-3.ch019

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Abstract

Social constructivism is an established educational theory based on the principle that learners and teachers co-construct knowledge through social processes. This chapter proposes an updated theory, e-social constructivism, that takes into account the milieu of electronic communications in which e-learning occurs. Thinkers such as Dewey, Piaget, Vygotsky, and Bruner, who laid the theoretical foundations of social constructivism, wrote in a time when face-to-face interactions were the basis for instruction. The works of these writers are reviewed in this chapter. Together with the results of the author’s phenomenological study of collaborative e-learning, they form the basis of e-social constructivist theory. The author uses grounded theory and situational analysis to derive and support e-social constructivist theory. This chapter discusses the implication of that theory for research, teaching and instructional design.

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