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COI, Constructivism & OCL Theory

According to Harasim (2012) constructivist pedagogies focus on the learner or group of learners,
pedagogies associated with behaviorist and cognitivist theories focus on the instructional
designer or instructor rather than the learner in constructing understanding.
Constructivist theory focuses on four principles: (Harasim, 2012)

Action learning
Learning by doing
Scaffolded learning
Collaborative learning

In active learning constructivism engages a students curiosity by applying their existing


knowledge and life experiences to problems and issues, in order to test theories and draw
conclusions to the analysis (Harasim, 2012).
In learning by-doing the teacher plays the role as knowledge facilitator. The student constructs
the knowledge for themselves rather than having the teacher construct the facts (Harasim, 2012).
Scaffolded learning supports the learner in constructing knowledge until the learner no longer
needs the teachers support (Harasim, 2012).
Constructivist collaborative learning challenges the viewpoints of the learner and is based on the
interactions between learner and student (Harasim, 2012). Constructivist collaboration is a social
pedagogical approach which includes peer collaboration that involves group interactions with
others (Harasim, 2012).
Koohang, Riley, Smith, & Schreurs (2009) suggest that the elements of learning and
development must be present and should require: individual assessment, team collaborative
assessment and facilitator assessment.
Constructivist elements for e-learning design and OCL activities should also include the
following (Koohang, et.al, 2009).

Learners actively construct new knowledge


Learners are encouraged to develop their own goals and objectives in solving problems
The design strategy should encourage exploration and the learners control of their
learning
Learners previous experience and knowledge are embedded into the design of the activity
Learners should apply self-reflection and scaffolding elements should be implemented
into the design of the activity
The learner should be required to go beyond what has been learned (Koohang, et. al,
2009)

COI survey. https://coi.athabascau.ca/coi-model/coi-survey/


Harasim, L. (2012). Learning theories and online technologies. NY: Routledge. pp. 59-108.

Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-Learning and Constructivism: From
Theory to Application. Interdisciplinary Journal of E-Learning & Learning Objects, 591109. Retrieved from http://informingscience.org/

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