Evaluate constructivist learning environments with a multi-directional approach covering non-cognitive variables alongside achievement¶

Strategy · All strategies
Evidence · 5 claims (1 for, 4 mixed) · 2 studies (2 review), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The article argues effect studies "do not have to exclusively focus on curriculum features" and cognitive effects such as performance, but should "take stock of a broader range of variables influencing the learning process," making understanding and improvement a multi-directional effort. Variables named include approaches to learning, perceptions of assessment demands, assessment preferences, conceptions of learning, personal and role interest, self-regulated strategy development, and how students use resources in computer supported collaborative environments.

Design Implications¶

Context¶

Requirements¶

• Research designs that measure multiple variable classes beyond achievement outcomes

Constraints¶

• Cognitive outcomes alone miss variables influencing the learning process, since studies restricted to performance have not always matched expectations

Target Learners¶

• higher education students

Target Learning Goals¶

• evaluating the full range of effects of constructivist learning environments

Claims¶

• In a constructivist portfolio-assessment course, deep approaches decreased, surface approaches increased, and preferences for student participation and permanent evaluation decreased significantly [~W]
• Empirical studies of constructivist learning environments do not always show the expected learning outcomes [~W]
• Students in a collaborative, project-based engineering design course gained declarative knowledge but not procedural or principled knowledge or personal interest [~W]
• A constructivist course increased perceived deep-level assessment demands but students still reported more frequent use of surface approaches to learning [~W]
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation [+W]

Related Strategies¶

• When evaluating curriculum materials, consider additional influential factors beyond curricular design features

Examples¶

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Key Sources¶

• Loyens, S. M. M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instructional Science, 36, 351–357. https://doi.org/10.1007/s11251-008-9059-4