Social Constructivism

Social constructivism within education can be viewed as a shared social activity, with the classroom
acting as the basis for student interaction. Autonomy and initiative need to be promoted in student
learning rather than the regular teacher dominated interaction.

The constructivist approach to teaching is to enable students to better engage with their learning.
Teachers should be more responsive to student ideas and interests, and provide a deeper learning
experience, by scaffolding a more solid understanding around their knowledge which they already
possess (Watson, 2001).

Through collaborative learning, students are able to internalise and gain cognitive skills that are vital
for use in everyday life and a diverse range of contextual settings. Learners typically still need
teacher guidance to undertake collaborative learning, although, a more contemporary learning
model, computer supported collaborative learning is able to support more student autonomy when
they are learning (Fisher, Kollar, Stegmann & Wecker, 2013).

Computer supported collaborative learning is a pedagogical approach in which learning takes place
through social interaction using technology, such as a computer and the internet. The use of digital
tools allows learners to create parallels, analogies, metaphors and avatars that can expand students’
ideas and imagination of different concepts that provide alternate way of understanding.

The social constructivism learning theory stresses that learning is more effective through interaction,
participation and hands on experiences. The use of technology can provide that connection between
participation and learning, and this can be of special importance for students who may suffer
learning or social disabilities (Watson, 2001).

Educators now understand the role technology can play in arousing student curiosity in the learning
process with the plethora of products available on the market today.

References.

Fisher, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in

computer-supported collaborative learning. Educational Psychology, 48(1), 56-66.

doi: 10.1080/00461520.2012.748005

Watson, J. (2001). Social constructivism in the classroom. Support for Learning, 16(3), 140-147.

doi:10.1111/1467-9604.00206