TEL Communities

Helen Caldwell and Anna Cox | View as single page | Feedback/Impact
TEL Communities
Definitions: Theoretical background relevant to technology facilitated social learning
Research evidence: Systematic literature reviews on the theme of technology facilitated social learning

Active Learning for Knowledge Construction in E-learning

Koohang, A, Paliszkiewicz, J, Goluchowski, J, & Horn Nord, J.  (2016) Active Learning for Knowledge Construction in E-learning: a replication study.  Journal of Computer Information Systems, Vol 56, Issue 3 pp 238-243.

Based on a previous study this paper considers how active learning for knowledge construction works in an e-learning context.  It uses a three stage model consisting of underpinning, ownership, and engaging to explore e-learning. It suggests that the underpinning and ownership stages both contribute positively and significantly to the engaging stage - which is when knowledge construction for the most part takes place.  The authors reiterated the value of the model for active learning for knowledge construction in e-learning. This could be contrasted with the SAMR model in which change is viewed at four level, though in each case the idea of iterative change is embedded in the proposition of the authors.

Though structurally constrained this model resonates with the views and experiences that the current MESH guide puts forward.  That is to say that a life cycle for a learning community can be recognised which grows towards high levels of engagement and contributes to the generation of new knowledge among the participants.  The value of synchronous and asynchronous engagement is not fully explored and this is an area of key interest in the current MESH guide which must also be reflected on.