Constructivist Online Pedagogy: The trials and tribulations of novices

Arguably, online pedagogy has directed the globalization of tertiary learning for the 21st Century. It is the current transformation from ‘instructionist’ to the ‘constructivist’ online pedagogy that has contributed most to independent, collaborative and flexible student learning. Moreover, the aim of effective constructivist online learning is to facilitate metacognitive, self‐reflective and problem based learning strategies. In this way “the technology must serve the subject matter, and not the other way around” (Sharpe & Hawkins 1998:28). Undoubtedly, an online constructivist pedagogical process is complex for both the student and facilitator. Yet, quite commonly for some first time online participants (students and facilitators) whose main concern is isolation, ignorance of these complexities has resulted in anxiety, frustration and even rejection. This paper seeks to make meaning of the online constructivist pedagogy implemented by the facilitators of EDF5421 Professional Issues 1: A focus on the classroom; the introductory unit for the Graduate Diploma in Education at Monash University. The facilitators involved have extensive face to face teaching but limited online experiences. Added to this, is the minimal professional support for planning, implementing and assessing online pedagogy, a crucial issue that is finally under formal investigation by this university. Grappling with the challenges of implementing this unit for over 200 national and international students has lead to the unravelling of some of the complexities involved in effective constructivist online pedagogy. The preparation of materials, management of individuals and determination of appropriate forms of assessment are the major areas of concern selected for this discussion. Online learning and teaching has certainly presented the tertiary sector with pedagogical, sociological and technological challenges for the 21st Century, challenges initiating a reconceptualisation of online learning and teaching. Since academics are becoming progressively aware of the notion that learning is an intensely individual and personalised skill and that a constructivist approach emphasises the process of learning rather than the submission of a product (Osborn & Plunkett 2003). Many are seeking to integrate these understandings into their online pedagogy. Yet for the novice, who has received limited professional development, this has often occurred by trial and error, and quite commonly the practice by first timers has been to translate curriculum materials into an online format (Sharpe, Harper & Brown 1998). Ideally the technology is merely a support mechanism towards online learning and yet research has indicated that “the emerging collaborative online learning practices [seem to be] building on the traditional, normative, campus‐based, linear teaching experiences” (Gulati 2004:2). Constructivist pedagogy enables students to manage their own learning through metacognitive, self reflective and collaborative processes. Gulati (2004:1) acknowledges some extreme interpretations of ‘constructivism’ but identifies “the learner‐control, learning in real life contexts, flexibility in learning, freedom to choose learning resources and openness in discussing issues” as the most important aspects underlying these interpretations. Similarly Ramsden (1998) identifies interest and explanation, concern and respect for the students and their learning, appropriate assessment and feedback, clear goals and intellectual challenge, independence and active engagement as key principles for effective teaching in higher education. Consequently, for the online environment, it is the design of the online collaborative activities and assessments, threaded discussions, bulletin boards and chat rooms as well as the hard copy materials that will significantly shape the constructivist pedagogy (Mason 1998, Summers, Waigandt & Whittaker 2005) and ultimately, the quality of the tertiary education experience. 1 Refereed Proceedings of 2005 Forum of the Australasian Association for Institutional Research 2 ISBN 0‐646‐45592‐3