A Constructivist Model for Thinking about Learning Online

This paper provides a brief overview of constructivist learning theory and explores its implications for instruction in terms of the design of online learning environments that are learner-centered, knowledgecentered, assessment-centered, and community centered. It then presents a model for organizing thinking about technology-mediated learning within a social constructivist frame. The RCET model distinguishes three interacting domains of knowledge construction -conceptualization, representation, and use -within which the unique affordances and constraints of the online medium and their effects on learning can be scrutinized. It is hoped that so narrowing the focus of inquiry might guide research to pursue findings which can meaningfully inform practice and advance online learning.