research-article

eLearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations

Authors:

Hilary K.Y. NG,

Bernardo Y. W. WONGAuthors Info & Claims

Education and Information Technologies, Volume 26, Issue 1

Pages 89 - 101

https://doi.org/10.1007/s10639-020-10245-w

Published: 01 January 2021 Publication History

Abstract

With the advancement of technology, eLearning is increasingly adopted as an instructional method in a wide range of educational settings and has opened up new possibilities in teaching and learning practices. However, there is insufficient empirical evidence to illustrate how eLearning benefits teaching and learning practice in its real-world applications. Therefore, an important question is raised – How can eLearning technology facilitate pedagogical advancement practically in the classroom? In this study, we focus on constructivist pedagogies, emphasizing the dramatic educational reform from teacher-centered pedagogy to a student-centered, constructivist approach. Based on observations of 79 eLearning classes in eight primary schools, four secondary schools, and two special education schools in Hong Kong, this study illustrates how eLearning technology can advance at least five constructivist pedagogies: 1) active learning, 2) student-centered learning, 3) peer learning, 4) personalized learning, and 5) differentiated learning. We illustrate that the interactive, self-paced, repetitious, and customizable features of eLearning systems facilitate the implementation of these five constructivist pedagogies. Successful examples from classroom observations are drawn to illustrate how teachers make practical use of eLearning technology. This article serves to stimulate further discussion on how eLearning can be applied across various settings to advance the effectiveness of constructivist pedagogies and to encourage practitioners to consider how to make use of eLearning technology in the classroom.

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Published In

cover image Education and Information Technologies

Education and Information Technologies Volume 26, Issue 1

Jan 2021

1306 pages

ISSN:1360-2357

Issue’s Table of Contents

© Springer Science+Business Media, LLC, part of Springer Nature 2020.

Publisher

Kluwer Academic Publishers

United States

Publication History

Published: 01 January 2021

Accepted: 09 June 2020

Received: 28 February 2020

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Education Bureau, Government Secretariat, The Government of Hong Kong Special Administrative Region

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Cited By

Onu PPradhan AMbohwa C(2024)Potential to use metaverse for future teaching and learningEducation and Information Technologies10.1007/s10639-023-12167-929:7(8893-8924)Online publication date: 1-May-2024
https://dl.acm.org/doi/10.1007/s10639-023-12167-9
Huang C(2023)Coaching for change: preparing mathematics teachers for technology integration in differentiated classroomsEducation and Information Technologies10.1007/s10639-023-11684-x28:11(13913-13941)Online publication date: 1-Nov-2023
https://dl.acm.org/doi/10.1007/s10639-023-11684-x
Lembani RMulenga KMwewa PMhango LChaamwe N(2022)Are we leaving students behind? Self-directed learning in an ICT challenged countryEducation and Information Technologies10.1007/s10639-022-11318-828:3(3475-3492)Online publication date: 23-Sep-2022
https://dl.acm.org/doi/10.1007/s10639-022-11318-8
Tsai CLee LTang HLin CHsu L(2022)Applying web-mediated co-curricular learning and phenomenon-based learning to improve students’ programming skills and self-efficacy in an online programming courseUniversal Access in the Information Society10.1007/s10209-021-00860-w22:2(555-568)Online publication date: 27-Jan-2022
https://dl.acm.org/doi/10.1007/s10209-021-00860-w
K.Y. Ng HL.C. Lam PChan KLeung HLai S(2020)Flipping the Classroom: Will the Changes of Teachers Influence Learning Outcomes?Proceedings of the 2020 4th International Conference on Education and E-Learning10.1145/3439147.3439156(42-45)Online publication date: 6-Nov-2020
https://dl.acm.org/doi/10.1145/3439147.3439156

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