INTEGRATING TEACHER-CENTERED (OBJECTIVIST) AND LEARNER-CENTERED (CONSTRUCTIVIST) APPROACHES AND THEIR INFLUENCES ON DESIGNING INSTRUCTION

byKelly R. Elander

My background My dissertation and theoretical

backgrounds Problems Cronje’s model The two approaches/philosophies

Objectivist Learning Characteristics Constructivist Learning Characteristics

Designing teacher- and learner-centered combined approaches

Agenda

The literature revealed that some instructional designers, course developers, and educators were consciously breaking from accepted theory and research-based practice in their instruction because they felt the constructivist-only approach was inadequate to handle all their instructional applications. (Christensen, 2008; Gilbert, 2009; Johnson, 2004, 2009; Reigeluth, 1992; Yanchar et al., 2010)

A number of instructional designers, course developers, and educators were pragmatically picking either an objectivist or constructivist approach based on the needs of a particular course. (Christensen, 2008; Lan & Sie, 2010; Pollalis & Mavrommatis, 2008; Vernadakis et al., 2011)

However, a few instructional designers, course developers, and instructors were exploring intentionally integrating objectivist and constructivist elements within a single course in an effort to help learners more fully grasp the subject. (Arbaugh & Benbunan-Fich, 2006; Chen, 2007; Cronjé, 2006; Johnson, 2009;Marcum, 2008; Nie & Lau, 2010; Wright, 2008)

Problem Issues From Research

Teacher–Centered

Learner--Centered

John Locke, Skinner

Jean Rousseau, John Dewey

Traditional (Gagne, Bloom)

New Paradigm (Piaget, Jonassen)

Objectivist ConstructivistInstructivist Student-Centered/

Experiential

Two Philosophies – Two Approaches

Researcher and educator Dr. Johannes Cronje questioned the viewpoint that sees objectivism & constructivism as opposites on a continuum in learning or that the “constructivist-only” approach is always best. Cronje chose to see the approaches in an orthogonal relationship (i.e., axes at 90 degree angles to one another) forming a matrix.

Cronjé’s model of the new relationship may potentially illustrate the types of instructional courses that could be formed when integrating objectivist and constructivist approaches.

Cronje’s Model

Researcher and educator Dr. Johannes Cronje questioned the viewpoint that sees objectivism & constructivism as opposites on a continuum in learning or that the “constructivist-only” approach is always best. Cronje chose to see the approaches in an orthogonal relationship (i.e., axes at 90 degree angles to one another) forming a matrix.

Cronjé’s model of the new relationship may potentially illustrate the types of instructional courses that could be formed when integrating objectivist and constructivist approaches.

Cronje’s Model

Pilot Results Main Study Results

Results Plotted on Cronje Matrix

This new perspective on the relationship between objectivist and constructivist approaches in instruction could potentially transform current theory and address the concerns of practitioners.

A few other researchers have started identifying models, and frameworks to guide the integration of these two approaches to capitalize on the strengths of each: Antle & Wise, 2013; Tangworakitthaworn, Gilbert, & Wills, 2011; Yanchar, South, Williams, & Wilson, 2008.

Integrating the Approaches

Learning Characteristics Literature Support

Knowledge is a hierarchy of facts, concepts, principles, and skills.

Anson & Miller-Cochran, 2009; Chatti, Jarke, & Specht, 2010; Cooper, 1993; Ertmer & Newby, 1993; Hargis, 2001; Jonassen, 1991; Phillips, et al., 2007; Yamamoto & Kubota, 2010

Objective truths exist independent of a learner’s understanding.

Anson & Miller-Cochran, 2009; Chatti et al., 2010; Cooper, 1993; Ertmer & Newby, 1993; Hargis, 2001; Jonassen, 1991; Phillips, et al., 2007; Yamamoto & Kubota, 2010

The instructor is considered an authority and expert on a subject.

Anson & Miller-Cochran, 2009; Kang, Brian, & Ricca, 2010; Kundi & Nawaz, 2010; Merrill, 2009

The instructor should be the primary provider of information and guidance.

Anson & Miller-Cochran, 2009; Jonassen, 1991; Kang et al., 2010; Kraiger, 2008; Kundi & Nawaz, 2010; Merrill, 2009; Phillips, et al., 2007; Puntai, 2007; Yamamoto & Kubota, 2010

The transfer of knowledge is primarily through one-way communication from instructor to learner.

Anson & Miller-Cochran, 2009; Chatti et al., 2010; Ertmer & Newby, 1993; Jonassen, 1991; Kang et al., 2010; Kraiger, 2008; Kundi & Nawaz, 2010; Kundi & Nawaz, 2010; Yamamoto & Kubota, 2010

Teacher-Centered Characteristics

Learning Characteristics Literature Support

The instructor or instructional designer determine the sequence of topics, tasks, activities, projects, deadlines, and exercises to solve.

Jonassen, 1991; Kang et al., 2010; Kraiger, 2008; Kundi & Nawaz, 2010; Merrill, 2009; Phillips, et al., 2007; Puntai, 2007

The learner is primarily a passive recipient of knowledge, waiting to be filled.

Anson & Miller-Cochran, 2009; Chatti et al., 2010; Jonassen, 1991; Kundi & Nawaz, 2010; Yamamoto & Kubota, 2010

Information is delivered by lecture, presentation, demonstration, repetition, and or reinforcement.

Cooper, 1993; Ertmer & Newby, 1993; Kang et al., 2010; Kundi & Nawaz, 2010; Merrill, 2009; Phillips, et al., 2007

Information is delivered without a clear understanding of a learner’s prior knowledge of that specific subject.

Kundi & Nawaz, 2010; Puntai, 2007

Learners are motivated externally with prompts such as recognition, rewards, and punishment.

Cooper, 1993; Ertmer & Newby, 1993; Kundi & Nawaz, 2010

Teacher-Centered Characteristics (cont)

Learning Characteristics Literature Support

The instructor is expected to provide instructions, prompts, and feedback throughout the learning.

Cooper, 1993; Ertmer & Newby, 1993; Kang et al., 2010; Kundi & Nawaz, 2010; Merrill, 2009; Phillips, et al., 2007

Facts, concepts, and principles are presented in an organized, logical sequence, or pattern that helps learners memorize the information.

Cooper, 1993; Ertmer & Newby, 1993; Jonassen, 1991; Merrill, 2009; Phillips, et al., 2007; Puntai, 2007

Learners are presented information in an efficient, focused setting for receiving information such as an instructor-centered, academic classroom, or classroom-patterned learning environment

Ertmer & Newby, 1993; Jonassen, 1991; Kundi & Nawaz, 2010; Phillips, et al., 2007; Yamamoto & Kubota, 2010

Instructors or instructional designers organize and structure information content in logical, memorable sequences, and patterns for clear comprehension and recall.

Chatti et al., 2010; Cooper, 1993; Ertmer & Newby, 1993; Jonassen, 1991; Kundi & Nawaz, 2010; Puntai, 2007; Phillips, et al., 2007; Yamamoto & Kubota, 2010

Subjects should be presented in increments from simple to complex

Chatti et al., 2010; Ertmer & Newby, 1993; Merrill, 2009

Teacher-Centered Characteristics (cont)

Learning Characteristics Literature Support

Instructors should provide a well-planned, orderly, and controlled learning environment

Anson & Miller-Cochran, 2009;Kundi & Nawaz, 2010

The instructor or learning designer sets learning goals and objectives based on the hierarchy of information in the subject matter

Ertmer & Newby, 1993; Jonassen, 1991; Phillips, et al., 2007;Puntai, 2007;Yamamoto & Kubota, 2010

Learners are expected to adopt and assimilate a conceptual knowledge set and structure resembles that of the instructor or instructional designer.

Anson & Miller-Cochran, 2009; Ertmer & Newby, 1993; Hargis, 2001

Learners process knowledge by review, study, and memorization of facts as organized by the instructor

Anson & Miller-Cochran, 2009; Kundi & Nawaz, 2010; Ertmer & Newby, 1993; Hargis, 2001; Merrill, 2009

Learners is assessed by measuring learners’ attainment of predetermined objectives or outcomes

Anson & Miller-Cochran, 2009; Ertmer & Newby, 1993; Jonassen, 1991; Puntai, 2007; Yamamoto & Kubota, 2010

Teacher-Centered Characteristics (cont)

Learning Characteristics Literature Support

Knowledge is a personal understanding of a subject formed in the mind of a learner as a result of the learner’s exploration and experience.

Anderson & Dron, 2011; Baviskar et al., 2009; Cobb, 1994; Cooper, 1993; Jonassen, 1991; Kang, Brian, & Ricca, 2010; Kundi & Nawaz, 2010

Truth and knowledge are personal constructs of a learner, dependent upon the learner.

Anderson & Dron, 2011; Badrinarayanan, 2011; Cobb, 1994; Cooper, 1993; Fosnot,1989; Jonassen, 1991; Kang et al., 2010; Kundi & Nawaz, 2010; Rovai, Ponton, & Baker, 2008

The instructor is a support and additional source of information among many available to the learners.

Anderson & Dron, 2011; Badrinarayanan, 2011; Jonassen, 1991; Kundi & Nawaz, 2010

Learners should discover, extract, or create their own information and learning strategies.

Badrinarayanan, 2011; Cooper, 1993; Jonassen, 1991; Kang et al., 2010; Kundi & Nawaz, 2010

Learner-Centered Characteristics

Learning Characteristics Literature Support

Knowledge creation occurs through collaboration and social exchange with mentors and fellow learners.

Anderson & Dron, 2011; Anson & Miller-Cochran, 2009; Badrinarayanan, 2011; Baviskar et al., 2009; Cobb, 1994; Kundi & Nawaz, 2010; Merrill, 2009; Rovai et al., 2008

Learners are empowered to determine their own projects, tasks, activities, deadlines, and problems to tackle.

Anderson & Dron, 2011; Badrinarayanan, 2011; Kundi & Nawaz, 2010

Learners are active constructors of their knowledge, taking the lead in investigations and inquiry.

Anderson & Dron, 2011; Anson & Miller-Cochran, 2009; Clark, 2009; Cooper, 1993; Jonassen, 1991; Kang et al., 2010; Kundi & Nawaz, 2010; Spiro, Coulson, Fentovich, & Anderson, 1988

Learners discover information by investigating or exploring resources with the help of peers and mentors.

Anson & Miller-Cochran, 2009; Baviskar et al., 2009; Cobb, 1994; Kundi & Nawaz, 2010; Merrill, 2009; Rovai et al., 2008

Learners build their own new understanding based upon prior knowledge and experience with the specific subject.

Anderson & Dron, 2011; Anson & Miller-Cochran, 2009; Badrinarayanan, 2011; Baviskar et al., 2009; Fosnot,1989; Jonassen, 1991; Kang et al., 2010; Merrill, 2009

Learner-Centered Characteristics (cont)

Learning Characteristics Literature Support

Learners motivate themselves internally, with personal goals, aspirations, and concerns.

Clark, 2009; Cooper, 1993

Instructor guidance is initially provided, then phased out as learners guide themselves.

Clark, 2009; Harasim, 2012; Rovai et al., 2008

Learners gather knowledge from multiple forms or representations of information, in various ways to construct their own mental schemas.

Anderson & Dron, 2011; Anson & Miller-Cochran, 2009; Fosnot, 1989; Jonassen, 1991; Kang et al., 2010; Spiro et al., 1988

Opportunities are provided for learners to try tasks in realistic or nearly realistic contexts to acquire necessary skills under the supervision of mentors, much like an apprenticeship.

Anderson & Dron, 2011; Badrinarayanan, 2011; Clark, 2009; Cobb, 1994; Jonassen, 1991; Merrill, 2009

Learners build knowledge upon previous experience and discover processes to accomplish their goals, resulting in a deeper grasp of concepts needed to face future challenges.

Baviskar et al., 2009;Kang et al., 2010

Learner-Centered Characteristics (cont)

Learning Characteristics Literature Support

Learners are provided a learner-centered environment in which learners can access resources in any order as they explore the topic.

Jonassen, 1991; Kundi & Nawaz, 2010

Learners are to construct their own personalized understanding of the subject after exploring ideas and collaborating with other learners.

Anson & Miller-Cochran, 2009; Badrinarayanan, 2011; Cobb, 1994; Fosnot,1989; Kundi & Nawaz, 2010; Merrill, 2009; Rovai et al., 2008

Learners set their own goals as they attempt to tackle realistic tasks or solve problems related to the subject matter.

Anson & Miller-Cochran, 2009; Cooper, 1993

Learners create meaning by reflecting upon their own experiences, evidence, and processes used to accomplish learning tasks.

Anderson & Dron, 2011; Baviskar et al., 2009; Cooper, 1993; Fosnot,1989; Merrill, 2009

Learning is assessed by observing the learner’s ability to perform the authentic thinking and tasks needed in the context.

Badrinarayanan, 2011; Duffy & Cunningham, 1996; Kurt, 2011

Learners demonstrate knowledge by being able to use the kind of thinking and processes needed to accomplish a task.

Badrinarayanan, 2011; Duffy & Cunningham, 1996; Kang et al., 2010; Kurt, 2011

Learner-Centered Characteristics (cont)

To combine teacher- and learner-centered approaches, consider

the requirements of five dimensions of learning: Pre-existing and emerging information.

(foundational and central concepts)

Learner engagement with learning & information

Learner processing of the information

Learner application of the information

Expert thinking (problem-solving) use of the information

Combining Approaches

Five Key Components in

Instruction

1. Pre-existing and emerging information (foundational and central concepts).

2. Learner engagement with learning & information

3. Learner processing of the information

4. Learner application of the information

5. Expert thinking related to the topic

Components Reordered in Internet

Communication (ComM254)

2. Learner engagement with learning & information

1. Pre-existing and emerging information. (foundational & central concepts)

3. Learner processing of the information

5. Expert thinking related to the topic

4. Learner application of the information

Approach Used in ComM 254

.

Starting with Motivation & Engagement

Approach Used in ComM 254

. This first

element was handled by sending students a link to an online, pre-course survey to select topics for the Internet Communication (ComM 254) course.

Approach Used in ComM 254

.

The teacher selects a couple of foundational topics to set the stage for learner-centered topics throughout the course.

Approach Used in ComM 254

Online Research

Critical Thinking

The typical topic will have the final assignment instructions and an explanation of the suggested method to tackle the topic.

Approach Used in ComM 254

There is a three-part approach and rubric for each topic. The details of the approach may differ from topic to topic.

Approach Used in ComM 254

After establishing the final assignment and suggested methods, readings, articles, Websites, videos, tools, and other materials are provided to start the learner’s research.

Approach Used in ComM 254

.

Components Reordered in

Internet Communication

(ComM 254)

2. Learner engagement with learning & information

1. Pre-existing and emerging information.(foundational & central concepts)

3. Learner processing of the information

5. Expert thinking related to the topic

4. Learner application of the information

Blended Internet Communication (ComM 254)

2. Pre-course online survey - learners select the topics most relevant to their future career

1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic.

3. Each topic has a discussion component (w/a partner, team, and/or the class) for learners to process information.

5. Teacher facilitates a discussion, prompting critical thinking related to the topic.

4. Learners create a project deliverable summarizing topic information.

TEACHER- & LEARNER-CENTERED COMBINED

The discussion component may take many forms:

• Live class discussion, • Discussions in smaller groups, • A class activity to collect and organize ideas, such as a mind map or generating lists.

• Online forums

Approach Used in ComM 254

.

Components Reordered in

Internet Communication

(ComM 254)

2. Learner engagement with learning & information

1. Pre-existing and emerging information.(foundational & central concepts)

3. Learner processing of the information

5. Expert thinking related to the topic

4. Learner application of the information

Blended Internet Communication (ComM 254)

2. Pre-course online survey - learners select the topics most relevant to their future career

1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic.

3. Each topic has a discussion component (w/a partner, team, and/or the class) for learners to process information.

5. Teacher facilitates a discussion, prompting critical thinking related to the topic.

4. Learners create a project deliverable summarizing topic information.

TEACHER- & LEARNER-CENTERED COMBINED

Some topics may have two discussion sessions – one to process research findings and then another to further analyze and classify information learned.

The teacher often facilitates these discussions and tries to stir critical thinking and questions. Techniques include:

• Socratic questions• Requests for further explanation• Q & A following a student presentation

Approach Used in ComM 254

.

Components Reordered in

Internet Communication

(ComM 254)

2. Learner engagement with learning & information

1. Pre-existing and emerging information.(foundational & central concepts)

3. Learner processing of the information

5. Expert thinking related to the topic

4. Learner application of the information

Blended Internet Communication (ComM 254)

2. Pre-course online survey - learners select the topics most relevant to their future career

1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic.

3. Each topic has a discussion component (w/a partner, team, and/or the class) for learners to process information.

5. Teacher facilitates a discussion, prompting critical thinking related to the topic.

4. Learners create a project deliverable summarizing topic information.

TEACHER- & LEARNER-CENTERED COMBINED

.

The final assignment is a project or presentation designed to permit learners to show their understanding of the topic.

Approach Used in ComM 254

ANY QUESTIONS?

REFERENCESAntle, A.N., & Wise, A.F. (2013) Getting down to details: Using theories of

cogniton and learning to inform tangible user interface design. Interacting with Computers, 25(2), 1-20. doi:10.1093/iwc/iws007

Cronjé, J. C. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and learning sciences. Educational Technology, Research and Development, 54(4), 387-416. doi:10.1007/s11423-006-9605-1

Tangworakitthaworn, P., Gilbert, L., & Wills, G. (2011, November). Towards a Matching Strategy of Constructivism and Instructionism. Paper submitted to the 19th International Conference on Computers in Education, Chiang Mai, Thailand. Retrieved from http://eprints.ecs.soton.ac.uk/22598/

Tangworakitthaworn, P., Gilbert, L.,& Wills, G. (2012, June). An Equivalent Architecture of Learner's and Instructor's Knowledge through the Matching of Intended Learning Outcome. Paper submitted to the 5th World Summit on the Knowledge Society, Rome, Italy. Retrieved from http://eprints.soton.ac.uk/273230 

Yanchar, S. C., South, J. B., Williams, D. D., & Wilson, B. G. (2008). How do instructional designers use theory? A qualitative-developmental study of the integration of theory and technology. In M. R. Simonson (Ed.), Proceedings of selected research and development presentations (pp. 331-337). Washington DC: Association for Educational Communications and Technology.

ANY QUESTIONS?

CRONJÉ’S MATRIX