Blending Behaviourism and Constructivism: A Case Study in Support of a New Definition of Blended Learning

Author:

Cronjé Johannes C.

Abstract

Definitions of blended learning that refer to a combination of face-to-face and computer-mediated instruction focus on the transmission of information rather than learning. It has been argued that a definition of blended learning should provide for a blend of learning theories methods and technologies. When blending learning theories, behaviourism and constructivism should not be viewed as mutually exclusive opposites. This article presents a case of a distance learning workshop with asynchronous and synchronous learning and technologies ranging from WhatsApp to YouTube. The workshop contained a blend of direct instruction (behaviourism), construction (constructivism), an integration of the two, and an immersive experience of serendipitous learning. Various modalities of learning occurred during the same learning event. Sometimes the two modalities occurred simultaneously, suggesting that behaviourist and constructivist learning can be blended.

Publisher

UNISA Press

Subject

General Earth and Planetary Sciences,General Environmental Science

Reference20 articles.

1. References

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4. Campbell, Anita, Tracy Craig, and Brandon Collier-Reed. 2020. “A Framework for Using Learning Theories to Inform ‘Growth Mindset’ Activities.” International Journal of Mathematical Education in Science and Technology 51 (1): 26–43. https://doi.org/10.1080/0020739X.2018.1562118.

5. Chou, C. C. 2020. “Reviving the Theoretical Relevancy of Blended Learning: An Integrated Approach to Vocational Competency.” Academia. Accessed 15 December 2021. https://www.academia.edu/42818007/Reviving_the_theoretical_relevancy_of_blended_learning_Reviving_the_theoretical_relevancy_of_blended_learning_an_integrated_approach_to_vocational_competency_Chou_CC.

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