Sociocultural Constructivism

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Due to the rapid development of technology in education, our educational practice is continually subjected to renewal. The ICT has resulted educational changes in some ways that we conduct teaching and learning in schools or higher institution from more conventional drill and practice and direct instruction to a more constructivist, leaner-centred teaching and learning. On the past decades, there are vast studies on the use of ICT in teaching and learning that subjected to positive paradigm shift in education. The ICT has resulted educational changes in some ways that we conduct teaching and learning in schools or higher institution from more conventional drill and practice and direct instruction to a more constructivist, leaner-centred…show more content…
It refers to learning as the result of active participation in a “community” where new meanings are co-constructed by the leaner and his/her “community” and knowledge is the result of consensus (Gruender, 1996; Savery and Duffy, 1995). As there is an issue of the learners’ engagement (interaction/collaboration) is low in online language learning, social constructivism is convenient to address the issues as it emphasizes the importance of interaction and brings out how the knowledge is constructed (Vygotsky 1978, Lantolf, 2000).
Recently, many educators have come to see the value of social constructivism as a foundation for the design of more effective online learning environments. Social constructivists state that learners arrive at what they know mainly through participating in the social practices of a learning environment including collaborative projects and group assignments as well as in the social practices of the local communities including family life (Stage, Muller, Kinzie, & Simmons,
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Buzzetto-More (2008) and Sanders & Morrison-Shetlar (2002) report that student attitudes toward technology are influential in determining the educational benefits of online learning resources and experiences. However, many learners and researchers comment that online language learning is lacking of engagement in higher education institution (HEI) online language learning setting in Malaysia (Kaur, 2006; Farahiza Zaihan Azizan, 2010; Goi & Ng, 2009 and Anuwar Ali, 2008). There are concern of the interaction and collaboration of the learner with their peers and instructors that deteriorate the quality of the learning process in that particular
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