Journal of Science and Technology Education Research Vol. 1(2), pp. 30 - 36, July 2010
Available online http://www.academicjournals.org/JSTER
©2010 Academic Journals
Review
From objectivism to social constructivism: The impacts
of information and communication technologies (ICTs)
on higher education
Ghulam Muhammad Kundi* and Allah Nawaz
Department of Public Administration, Gomal University DIKhan, Pakistan.
Accepted 28 June, 2010
Higher education has been on the rollercoaster for the last couple of decades with the advent of the
first personal computer in the 1980s and then the Internet in the 1990s and not only explicitly in terms
of using innovative digital gadgets, but also implicitly in perceptions about and approaches to eLearning from behaviorism through cognitive to social constructivism or more specifically, from
transmitted knowledge to negotiated and then harvested knowledge. The journey reflects the
emancipation of learners from bonded (teacher-led) learning to independent and self-reigned
knowledge-acquisition. This paper is a short discourse on the theoretical voyage of pedagogy and
learning in HEIs from the introduction of traditional ‘technology-based-instruction’ to modern ‘networkbased’ ‘web-enhanced e-courses’ in collaborative and socially active learning environments operating
with ‘social-software-tools’ of blogging and social-book marking.
Key words: Objectivism, behaviorism, constructivism, cognitive-constructivism,
transmitted, negotiated, harvested-knowledge, e-Learning, blended, virtual.
social-constructivism,
INTRODUCTION
Educational technologies are pushing academicians to
construct alternative theories for learning (Oliver, 2002).
The paradigm shift in higher education institutions (HEIs)
refers not only to the departure from the traditional
pedagogy, learning and education-management to
modern; it also characterizes the changes within the eLearning environments for teaching, learning and
administrative purposes (Young, 2003; Baumeister, 2006;
Ezziane, 2007). This dimension of paradigm shift is
described in terms of the progress from old-ICTs to newICTs in three stages of traditional e-Learning, blended eLearning and contemporary virtual e-Learning (Hameed,
2007). The technological advancements in eLearning are
linked with the theories of learning like behaviorism,
objectivism, constructivism and cognitive and social
constructivism (Wikipedia, 2008).
Objectivism believes that everything related to learning
is predictable therefore, one learning-model fits all.
*Corresponding author. E-mail: kundi@gu.edu.pk, gmkundi@
hotmail.com.
Likewise, behaviorism gives priority to the stimulusresponse relationship in learning and underplays
cognitive role therefore sees the learning environment as
in objectivism (Young, 2003). This is exactly like behavior
of scientific management where worker is taken as a part
of a big machine called organization (Macleod, 2005).
Constructivism advocates that reality does not exist out
there objectively rather it is constructed by the human
beings subjectively. It is not predictable in total rather
most of it depends on the human interaction with the
situation resulting into human perception (giving
meaning), which in turn draws the picture/image of
reality. The moves towards constructivism in higher
education have been pushed by the emergence of
universal connectivity through ICTs (Wims and Lawler,
2007), which enabled the masses to globally communicate and most importantly access to the world knowledge
resources through the advent of internet after 1990s.
Given the access to broader sources of knowledge,
contemporary theory suggests that collaborative learning
is the most effective means of facilitating teaching and
learning in digital environments (Phillips et al., 2008).
Social constructivism is gaining foothold in higher
Nawaz and Kundi
education around the world because teaching and
learning can now easily be undertaken as a social and
community
activity
(Bondarouk,
2006)
thereby
propagating collective learning (social) along with
individual (cognitive) with the help of traditional
email/chatting and modern wikis, blogs, vblogs, RSS
feeds and the list continues(Klamma et al., 2007). For
example, RSS is a format used to publish frequently
updated works like blog-entries, new headlines, audio
and video (Wikipedia, 2009).
PARADIGM SHIFTS IN HIGHER EDUCATION
The e-Learning in HEIs is going through a paradigm shift
wherein teachers and students have departed from
passive mode to open independent learning environment
(Young, 2003; Baumeister, 2006). ICT is not neutral
rather it borrows ideas from the concepts like
“globalization of the economy, the new information
society, the end of national policy and the advent of world
government (Sasseville, 2004).” e-Learning developers
have to go beyond the paradigms of their own discipline
and they need to seek interdisciplinary exchange with all
the university stakeholders (Ehlers, 2005).
One can see that technology paradigm shifts have
changed not only the computing practices but also the
perceptions of society about technology (Ezziane, 2007).
In this techno-economic paradigm, the user is
increasingly seen as the origin of innovation (COST
Action 298, 2007). At the broader level, the paradigm
shifts in e-Learning are characterized by objectivism,
constructivism and social constructivism indicating
different levels of “eMaturity (Moolman and Blignaut,
2008)” and progress in scholarship.
Objectivism/behaviorism
Traditional-computer-based learning is built around the
realist/objectivist theories of knowledge, which assume
that reading, watching videos or operating the digital
gadgets refers to “active learning (Young, 2003).” In
objectivist mode, learning occurs through the “instructor
presenting the learner with the required stimuli along with
the required behavioral responses within an effective
reinforcement regime. The degree of learning is
assessed through observable measures such as tests,
assignments and examinations (Ward et al., 2006).” As a
psychological theory, behaviorism emerged as a reaction
to theories of mind in the late 19th century, suggesting
that mental processes cannot be understood without
objective scientific methods like observational and
quantifiable investigation as in the stimulus-response
experiments (Ward et al., 2006). The objectivist teaching
gives complete control of materials to the teacher who
manages the pace and direction of learning thereby
making learning a sequential process where there is a
31
single reality about which the “learners display an
understanding through declarative, procedural and
conditional knowledge (Phillips et al., 2008).”
Traditional e-Learning aims at promoting technical
rationality grounded in objectivism (Young, 2003). Under
this paradigm knowledge is seen as a repertoire of
actions elicited in response to specific environmental
stimuli and does not exist in any sense outside this. In
terms of knowledge delivery this often implies question
and answer exercises with gradual increases in difficulty
and frequent feedback, mainly positive and encouraging
(Ward et al., 2006).
Constructivism
The constructivist theories of learning dominate today
and propagate that learning is achieved by the active
construction of knowledge supported by various
perspectives within meaningful contexts and social
interactions (Oliver, 2002). These environments create
engaging and content-relevant experiences by utilizing
ICTs and resources to support unique learning goals and
knowledge
construction
(Young,
2003).
The
constructivists believe that there is no single version of
reality, rather a multitude of realities situated within each
learner. As such, learning is dependent upon the
“learner’s ability to analyze, synthesize and evaluate
information
to
create
meaningful,
personalized
knowledge (Phillips et al., 2008).”
With the emergence of collaborative technologies, it
has been recognized that behaviorist models do not fit
with contemporary teaching and learning environments,
therefore current research is focusing “to develop models
of constructivist computer-based instructional development (Young, 2003).” Constructivists contend that ICTs
should not be guided by a technologically deterministic
approach rather in the context of social, cultural, political
and economic dimensions of using technology (Macleod,
2005). The effectiveness of the behavioral approach is
questionable in areas that require comprehension,
creativity and 'gray' answers (Ward et al., 2006).
The strengths of constructivism lie in its emphasis on
learning as a process of personal understanding and the
development of meaning where learning is viewed as the
construction of meaning rather than as the memorization
of facts. Learning approaches using contemporary ICTs
provide many opportunities for constructivist learning
through their student centered environments based on
their context (Oliver, 2002). Given, that knowledge is
constantly advancing; the design and development
principles need to be aligned with teacher and students
emerging requirements. The current trend in e-Learning
is to provide cognitive tools, which can be adapted for
intellectual partnerships among teachers and students
and facilitate critical thinking and higher-order learning
(Young, 2003).
32
J. Sci. Technol. Educ. Res
Cognitive constructivism
The cognitive constructivism gives priority to the cognitive
powers of an individual. For example, the ‘learning-style’
of every learner indicates his/her cognitive trends. The
developers of e-Learning face the challenges of
producing systems, which accommodate individual
differences such as nationality, gender and cognitive
learning, style (Graff et al., 2001). The ICTs can play a
supplemental as well as central role in learning by
providing digital cognitive or adaptive tools or systems to
support constructivist learning (Sirkemaa, 2001). The
design of computer-based learning environments has
undergone a paradigm shift, moving students away from
instruction that was considered to promote technical
rationality grounded in objectivism, to the application of
computers to create cognitive tools utilized in
constructivist environments (Young, 2003). Consequently
in terms of instruction while there is still a requirement for
memorizing and behavioral activities, there is a great
emphasis on the instructor encouraging the student to
appraise their own beliefs, challenge them in the light of
new evidence and acquire new theories of the world
which better fit the facts presented (Ward et al., 2006).
Since students vary in their cognitive or learning styles,
they also benefit from those teaching techniques that
appeal to their individual styles (Cagiltay et al., 2006).
Similarly, the rapid development of digital technologies in
the emerging information society forces the individuals to
command and employ cognitive skills in teaching and
learning process (Aviram and Eshet-Alkalai, 2006). Thus
cognitive learning is a product of the learners creating
and testing their own hypotheses about the world
realities, where data are processed according to the
learners’ learning-style, preferences and “a dynamic
process of personal trial and error (Ward et al., 2006)”
through the active engagement of the learner and
cognitive participation of teacher (Ezziane, 2007).
Social constructivism
In
contrast
to
cognitive-constructivism,
‘socialconstructivism’ emphasizes ‘collective-Learning’ where
the role of teachers, parents, peers and other community
members in helping learners becomes prominent. Social
constructivists emphasize that learning is active,
contextual and social, therefore the best method is
‘group-learning’ where teacher is a facilitator and guide
(Tinio, 2002). Social constructivists explain the
technology-adoption as a process of involving social
groups into the innovation process where learning takes
place on the learners’ experiences, knowledge, habits
and preferences (Bondarouk, 2006). In contrast to
traditional classrooms where teachers used a linear
model and one-way communication, the modern learning
is becoming more personalized, student-centric, nonlinear and learner-directed (Cagiltay et al., 2006).
While cognitive constructivists believe that learning
takes place through interaction with environmental stimuli
alone, social constructivists argue that culture also
influences the design and development of the learning
models (Ward et al., 2006). It is necessary to move eLearning beyond learning management systems and
engage students in an active use of the web as a
resource for their self-governed, problem-based and
collaborative activities like using social software
(Dalsgaard, 2006). The concept of social constructivism
has been around since 1990s when research started on
the interpretivism in the design and development of
computer-based information systems (Bondarouk, 2006).
Furthermore, researchers argue that human-computer
interaction (HCI) is social (users treat computers as other
human beings) and not para-social (users covertly
interact with imagined others through the computer
terminals as they do with the characters in mass media).
Very few studies have investigated the student-computer
interaction (SCI) and very little is known about the social
aspects of SCI (Deaudelin et al., 2003). This is a variant
on constructivism founded on the premise that learning
could not be separated from its social context therefore,
while cognitive constructivists theorized that learning took
place through interaction with environmental stimuli
alone, but social constructivists felt that culture and
language heavily influence the way the learners update
their world models (Ward et al., 2006).
Along the continuum of objectivist/realist to constructivist modes of pedagogy, learners find changing learning
environments. Under behaviorist model, students have to
depend on teachers only. There is one-way communication and actions of teachers rather than their interaction
with the students (Young, 2003). On the other extreme of
social constructivist learning environments, learners
follow self-designed, self-controlled and socially
collaborative learning-tracks (Phillips et al., 2008). The
middle stages of this continuum are characterized by a
mix of both the absolute positions. Teachers still plays
the dominant role but student is given the liberty of apply
his/her cognitive powers to construct knowledge along
with learning from teacher. Figure 1 gives a picture of this
evolution and learning environments for the learners.
FROM TRANSMITTED TO HARVESTED KNOWLEDGE
The journey from behaviorism to constructivism also
characterizes the change in the way students acquire
knowledge and skills. Objectivism transmits knowledge
from teacher to student; cognitive constructivism gives
negotiated knowledge, while social constructivism
provides an environment where learners harvest
knowledge through self-controlled learning platform (Gray
et al., 2003). E-Learning encompasses a continuum of
integrated educational technologies. At one end are
applications like PowerPoint, which have little impact on
learning and teaching strategies or the organization. At
Nawaz and Kundi
33
Figure 1. Learning under different paradigms/theories.
the other end are virtual learning environments (VLEs)
and managed learning environments (MLEs), which can
have significant impact upon learning and teaching
strategies and upon the organization (Sife et al., 2007).
Transmitted knowledge (traditional/objectivist)
Traditional e-Learning programs are “didactic in approach
- a form of transmitted knowledge (Gray et al., 2003)”
with “passive acceptance of well-cooked teacher’s
knowledge (Hvorecký et al., 2005)” where teachers used
“a linear model (Cagiltay et al., 2006).” Transmission
refers to one-way communication such as, radiotransmission. Radio-listeners are on the receiving-end
with the broadcaster in full control of whatever is
transmitted. Similarly, those learning environments where
there is teacher-led pedagogy, the students are the
listeners and have to capitalize on whatever is
transmitted because teacher has absolute control of the
learning dynamics with a sequential process of
transmitting knowledge (Phillips et al., 2008).
Negotiated knowledge (blended
constructivist)
– objectivist
+
The research tells us that by the 1990s e-Learning began
to be supplemented by new media, particularly e-Mail
and discussion groups/forums. For example, the existing
e-Learning models of course ware were accompanied by
a discussion forum where participants could read and
post messages to involve in mutual support and debate –
a kind of “negotiated knowledge (Gray et al., 2003).”
Given the reported failure of traditional e-Learning,
constructivist thinking emerged (Young, 2003). In
constructivist thinking, knowledge is created through
active and collaborative involvement of the students
where there is ‘negotiation’ on the content and context of
knowledge thereby every individual creates or constructs
his/her own knowledge-cache and integrate it with prior
experience (Blázquez et al., 2006). There are four main
mechanisms to motivate and encourage student
participation in e-Learning environments, including
personal access, personal reputation, social altruism and
negotiated tangible rewards (Klamma et al., 2007).
Harvested knowledge (social constructivist)
Soon after 1990s, Lemke (1993) predicted that “very
soon all the libraries of the world will be one virtual
library, all the databases on every subject will be
available through a common interface and they will
contain not just numbers and texts, but every visual and
auditory form of information.” The contemporary eLearning environments are loaded with very powerful
digital models and devices particularly, the internet, which
has revolutionized the way people, used to interact,
exchange messages, teach and learn. The web is
increasingly equipped with millions of web-pages, sitearchives, portals, databases and much more for
ascertaining a kind of “harvested-knowledge” where
learners can learn by themselves by constructing or
harvesting knowledge (Gray et al., 2003). At the moment,
e-Learning is facilitated by web technologies and
delivered through end-user computing, which creates
interconnectivity between teachers, students and
information thereby creating opportunities for social
learning approaches (Hvorecký et al., 2005).
In recent years, it has been recognized that e-Learning
is not merely another medium for the transmission of
knowledge but that it changes the relationship between
the teacher or trainer and learner. It requires new skills,
competencies and attitudes amongst those planners,
managers, teachers and trainers who are going to design
and develop materials and support learners online (Gray
et al., 2003). Social software tools like blogs, wikis,
34
J. Sci. Technol. Educ. Res
Figure 2. Transitions from constructivism to social constructivism.
social-bookmarking etc offer fields of knowledge to
harvest according to the requirements of the users
(teachers and learners) (Dalsgaard, 2006; Klamma et al.,
2007). Because of the internet, learners have access to
virtually unlimited information. Web-based learning is
worldwide accessible, low in maintenance, secure,
platform-independent, current and accommodates
various learning styles because now e-Learning can be
delivered to the learners easily, in an individualized
manner (Manochehr, 2007).
DISCUSSION
The transition from objectivism to constructivism is
multidimensional in the sense that departures have to
happen: from transmitted to harvested knowledge,
traditional e-Learning to virtual learning and old
technologies to new gadgets (Gray et al., 2003; Cagiltay
et al., 2006). As illustrated in Figure 2, the transitions
happening in the e-Learning applications of HEIs is
passing through three broader phases:
1. Traditional e-Learning: Using old technologies (that is,
email) to acquire transmitted knowledge through
objectivist and behaviorist modes of pedagogy and
learning with one-way communication from teacher to
student (Phillips et al., 2008).
2. Blended e-Learning: Most of the institutions particularly
in developing countries are passing through the midphase of blended e-Learning with a mix of both the old
and new technologies (that is, chatting and discussion
forums/groups). Both one-way and two-way communication becomes prevalent.
3. Virtual learning: When there is high level of
collaboration between all the stakeholders. There is
group learning but in a highly individualized teaching and
learning environments. Through personalization and
integration technologies, every individual user can
customize the technologies with one-to-many and manyto-many communication links, which are active and alive
24/7 (Mejias, 2006).
Different countries are passing through different phases
of this transformation. Similarly, within each country
different educational sectors (primary, secondary, and
higher education) are experiencing different phases too.
Furthermore, within each educational sector, every HEI is
catching up with the transition very differently from other
fellow institutions. The story does not end here. Every
individual user of e-Learning tools is passing through
different phases as compared to his/her colleagues.
These differences between countries, sectors, institutions
and individual users stem from the contextual variations
of these entities (Sanyal, 2001). There is a diversity of
ICT resources, management support, technical support,
professionalism, digital literacy of developers and users.
At the same time, demographic attributes (age, gender,
education) of the university-constituents (teachers,
students and administrators) (Juniu, 2005) play decisive
role in assisting or resisting the evolution from old
technologies to new technologies thereby moving away
from objectivist education to socially constructive way of
e-Teaching, e-Learning and e-Education (Thomas and
Allen, 2006; Abrami et al., 2006)
Taken together, it has been recognized that behaviorist
models do not fit with a constructivist approach and
constructivist theory that focuses on the design
environment and places less emphasis on instructional
sequence is often more challenging to practice in
computer-based learning environments (Young, 2003).
Nawaz and Kundi
There is no doubt that ICTs are seen as central to
education in the 21st century (Knight et al., 2006) but
learning cannot be managed rather facilitated (Dalsgaard,
2006). Thus, the design for e-Training and e-Learning
should be based on the constructivist theory where
knowledge is acquired through the active involvement of
students where there is collaboration and negotiation on
meaning (Blázquez et al., 2006). As such, constructivist
learning depends ‘upon learner’s ability to analyze,
synthesize and evaluate information to create meaningful, personalized knowledge (Phillips et al., (2008).”
CONCLUSIONS
Though, teachers still believe that what really defines
them is the ability to establish a bond between teacher
and student; teaching is, first and foremost, the ability to
use that bond to create a positive and productive way of
learning. Human relations still remain at the core of their
craft (Sasseville, 2004). However, e-Learning is bringing
the shifts from linear to hypermedia learning, from
instruction to construction and discovery, from teachercentered to learner-centered education, from absorbing
material to learning how to navigate and how to learn,
from school to life long learning (LLL), from one-size-fitsall to customized learning, from learning as torture to
learning as fun and from the teacher as transmitter to the
teacher as facilitator (Dinevski and Kokol, 2005).
However, those who are responsible for designing and
leading the courses, have not made the pedagogical shift
and are not yet ready to implement current pedagogies
where students will be more active and the role of the
teacher will become that of a facilitator rather than a
transmitter of information (Allan, 2007). There is a
decisive shift from computer-based instruction where
students learn from technology, to the application of
cognitive tools and constructivist environments where
students learn with the technology (Young, 2003)
however, “there is lack of a clear educational concept,
e.g. based on social constructivism (Valcke, 2004).” The
researchers assert that critical thinking skills and strong
constructivist pedagogies must always be the
prerequisites for using computers for instruction (Juniu,
2005) but this requires wider research about teaching
practices, user attributes and development of e-Learning
environments (Phillips et al., 2008).
Experience testifies that traditional e-Learning models
have failed to bridge the gap between theory and practice
(Young, 2003) therefore, software developers have to go
beyond the paradigms of their own discipline when
designing the learning software by using interdisciplinary
collaboration with teachers and learners (Ehlers, 2005).
Instruction is becoming more personalized: learnercentered,
non-linear
and
self-directed.
Socialconstructivist pedagogical approaches “pose strong
arguments
against
the
structured
knowledge
consumption approach (Cagiltay et al., 2006).” Social
35
software supports social constructivist e-Learning by
providing personal tools and social networks to engage
the students (Dalsgaard, 2006).
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