The application of cognitive constructivism in learning design provides opportunities for creating a learner-centered environment. The following paragraphs discuss what cognitive constructivism is, its major characteristics, and the application of cognitive constructivism in learning design.
What is Cognitive Constructivism?
Cognitive constructivism is a learning theory emphasizing the idea that learners construct their knowledge by integrating new information with their existing mental framework. The theory is based on the idea by Jean Piaget, a Swiss psychologist known for pioneering work on cognitive development. Piaget’s theory of cognitive development proposed that learners have an active role in constructing their understanding of the world.
Piaget’s concepts of schemas or mental framework, assimilation, and accommodation are fundamental in explaining how learners construct their knowledge, i.e. learning is not a passive transfer of knowledge but an internal process for integrating new information with prior knowledge (assimilation) and learners modifying their schemas to align new knowledge with existing ones (accommodation). Application of cognitive constructivism in instructional designing fosters active learning, learner autonomy, and problem-solving skills.
Principles of Cognitive Constructivism
Learners build their knowledge through interaction with the environment. Before analyzing the application of cognitive constructivism in learning design, understanding the key principles is crucial.
Principles of Cognitive Constructivism
Active Learning
The major principle of constructivism is active learning where learners engage actively in the learning process by assimilating and accommodating new information with existing knowledge. They construct their knowledge through interaction, exploration, and problem-solving by learning by doing.
Prior Knowledge
Another principle in cognitive constructivism is prior knowledge suggesting that the learners integrate new information on what they already know. Moreover, this principle also includes effective learning relating new information to life experiences or areas of interest for enhanced knowledge comprehension and retention.
Scaffolding
Scaffolding is a key principle in cognitive constructivism drawing its idea from Vygotsky’s sociocultural theory referring to the guidance and support in the form of instructors, trainers, peers, and instructional materials to aid learners in completing their tasks. With learning attaining proficiency, the level of support is gradually reduced encouraging independence and self-regulation.
Social Interaction
Although cognitive constructivism does not completely express the principle of social interaction like social constructivism, the theory suggests that learners actively construct knowledge through interaction with their social surroundings. The learning process is engaging by promoting discussions and a cooperative learning environment exposing learners to diverse perspectives.
Reflection and Metacognition
Learners think about their understanding, assimilate, and accommodate to improve comprehension. It incorporates higher-order thinking to allow learners to regulate their cognitive thoughts and make meaningful connections to make the new learning relevant and long-lasting.
Personalized Learning
The theory formulates that the learning experiences of every learner are different and the knowledge gaining is largely dependent on prior knowledge and personal experiences of the individual. Learners create their understanding and construct knowledge in ways they find meaningful for them.
Application of Cognitive Constructivism in Learning Design
Cognitive constructivism plays a pivotal role in learning design by creating engaging and learner-centered experiences. It encourages learning experiences that promote active learning, problem-solving, collaboration, reflection, self-awareness, and social interaction. Here are the key practical applications of cognitive constructivism in learning design.
Application of Cognitive Constructivism: Inquiry-Based Learning
Inquiry-based learning (IBL) is a learning approach that enables learners to construct knowledge by asking questions and engaging in real-world experiences. The approach is rooted in cognitive constructivism providing learners the opportunity to attain knowledge by posing questions, investigating problems, and making discoveries. The learning design can therefore incorporate clear learning objectives, framing engaging and open-ended questions driving investigation and discovery, incorporating activities to scaffold learning, and fostering collaboration.
Application of Cognitive Constructivism: Gamification
Gamification with the integration of elements such as point systems, challenges, leaderboards, and rewards fosters active, meaningful learning experiences promoting critical thinking, problem-solving, and knowledge attainment. Designing a learning environment that promotes exploratory experience providing an engaging experience that scaffolds learning through hints and tutorials. In addition, providing a gamified experience that offers participants opportunities to reflect on and journal experiences promotes the dynamic construction of knowledge.
Application of Cognitive Constructivism: Simulations
A simulation is a controlled environment where learners can practice learning by doing offering an immersive hands-on approach. Simulations apply cognitive constructivism by creating a realistic interactive environment that facilitates the active construction of knowledge. In addition, when designing training programs incorporate instances where learners can relate to their prior knowledge and reflective instances.
Application of Cognitive Constructivism: Contextual Learning
Contextual learning emphasizes that “learning is enhanced when learners can relate and apply knowledge to practical situations.” Contextual learning in designing learning promotes connecting theoretical knowledge to real-world experiences. Design hands-on experiments, case studies, role plays, scenarios, problem-solving exercises, etc find a better application of cognitive constructivism when designing learning.
Application of Cognitive Constructivism: Flipped Classroom
Flipped classroom is a dynamic alternative to traditional learning encouraging learner autonomy by letting the learners engage with learning content before the training sessions and focusing on interactive tasks such as discussions, problem-solving tasks, and collaborative exercises during the actual training. Encouraging the creation of pre-class content such as videos or articles, assessing prior knowledge and in-class collaborative tasks, case studies, instructor observations, etc. when designing training experience is crucial when designing learning.
Unsuitable Situations for the Application of Cognitive Constructivism
Although the application of cognitive constructivist theory is suitable for designing effective training programs, it is unsuitable in certain situations such as the introduction of an entirely new concept as the learner lacks any prior knowledge, rigid environments where direct instruction is required, instances of immediate attainment of learning outcomes, high-pressure situations, etc. Instructional designers should identify the learning situations and environment before applying cognitive constructivism in learning design.
Conclusion
In a nutshell, cognitive constructivism emphasizes the idea that learners construct their knowledge by integrating new information with their existing mental framework. The theory formulated based on the ideas put forward by Jean Piaget elaborates the active role of learning processes in constructing their understanding of the world. The major principles of cognitive constructivism are learners engage actively in the learning process, it is built upon prior knowledge, encourages scaffolding, social interaction, reflection and metacognition, and personalized learning.
The application of cognitive constructivism in learning design suits to inquiry-based learning, gamification, simulations, contextual learning, and flipped classroom. However, the theory is unsuitable to be applied in situations where the learner lacks any prior knowledge, rigid environments, instances of immediate attainment of learning outcomes, and high-pressure situations. Instructional designers and eLearning developers can incorporate the application of cognitive constructivism in designing learning to promote an engaging and interactive learning experience.
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Application of Cognitive Constructivism in Learning Design
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Frequently Asked Questions (FAQs)
What is cognitive constructivism?
Cognitive constructivism is a learning theory emphasizing the idea that learners construct their knowledge by integrating new information with their existing mental framework.
What are the principles of cognitive constructivism?
The major principles of cognitive constructivism are learners engage actively in the learning process, it is built upon prior knowledge, encourages scaffolding, social interaction, reflection and metacognition, and personalized learning.
What is the application of cognitive constructivism in learning design?
The application of cognitive constructivism in learning design suits to inquiry-based learning, gamification, simulations, contextual learning, and flipped classroom.
