Collaborative Learning, Constructivism and Digital Technology

dimensions: constructivism and collaborative learning. Migrating both aspects can be viewed in terms of social constructivism that was promoted by Vygotsky and Bruner (Amineh & Asl, 2015). This claim is supported byEady and Lockyer (2013, p. 84) who claim “collaboration is also deep-rooted in Vygotsky’s theory of learning. He believed that there is a natural social nature of learning, and this is reflected in group-based learning”.

Digital technologies have a potential impact on constructivism as it facilitates the exploration of new concepts, and keeps students engaged with different learning activities, such as simulations, experimentation and problem solving (Crook, 2001). In turn, this implies that students are encouraged to move towards inquiry-based learning, which was addressed by Bruner as discovery learning. Where students use their own experience and current knowledge to discover new concepts and relationships (Clabaugh, 2010). As such, students can construct knowledge rather than acquiring it through instruction (Lefoe, 1998).

Bruner and Vygotsky suggested the social constructivism perspective. Hence, they moved the emphasis away from the individual towards group-based learning (Jessel, 2013). Mtabi (2012, p. 99) argued that “social constructivists contend that learning occurs through collaboration and interaction amongst learners and their peers as well as their instructors”. For instance, the scaffolding process shows how a student benefits from the interaction with other students. Thus, social constructivism explains learning in terms of social, collaborative activities to construct new knowledge. The use of digital technology supports the social dimension in learning, since it facilitates the

communication between learners, promotes the collaboration between them and grants them access to a range of knowledge resources (Conole, et al., 2004). In line with Conole et al. (2004), Jessel (2013, p. 22) suggested:

Asynchronous and synchronous communication can offer the potential for diverse and richer forms of dialogue amongst students, tutors and peers, as well as the access to a range of materials and resources (Conole, et al., 2004). Although verbal text has been the dominant mode through which interactions take place, the speed and power of new technologies can provide a reliable infrastructure that allows a variety of other modalities such as auditory, and visual, including 3D graphics.

(Jessel, 2013, p. 22)

Digital technologies have influenced constructivism’s approaches by offering intelligent physical and abstract tools that can promote explorative learning environments, such as computer-based simulations within which students can be involved in problem-solving environments as well as learning through activities and experiments (Gilakjani, et al., 2013). "Intelligent Tutoring Systems have also been designed in an attempt to use technology to interact 'intelligently' with the learner in order to promoting explorative learning activity" (Jessel, 2013, p. 19).

According to Isik (2018), the constructivist approach requires teachers to design

a learning environment that activates students’ prior knowledge, and encourage them to construct new knowledge through the interaction with the created environment. Checking students’ prior experience allows the teacher to judge its accuracy. If students do not have previous experience, then the teacher needs to provide additional activities that can form it. During these stages, digital technology contributes to teachers, students and the entire learning process (Siemens, 2005). Kalz (2014) argued that the use of digital technology in educational environments promotes various pedagogical dimensions, such as self, collaborative and constructive learning. Moreover, accessing different resources of knowledge at any convenient time and place provides a foundation for lifelong learning. Students’ previous experience and the offered resources allow students to construct new knowledge and modify the old schemes, which forms the philosophy of the constructivist approach (Piaget, 1952; Vygotsky, 1978)

Alexiou and Schipper (2018) claimed that digital technologies consider the individual differences between students as it provides students with various learning

environments that are compatible with their readiness. For example, game-based learning allows students to view learning as fun activities rather than strict instructions. Isik (2018) argued that constructivist educational environments are sensitive to individual differences among students. The teacher needs to prepare a range of learning activities that fit with different students’ academic level. Being aware that some students learn better through specific pedagogies, repetitions and more practices compared to others. Digital technologies enable students to make as many repetitions and exercises as they need without being embarrassed. Additionally, digital technologies provide students with instant feedback. Hence, they can correct their mistakes. In turn, this helps them to learn and develop their understanding (Radović, et al., 2019).

Amarin and Ghishan (2013) and Gilakjani et al. (2013) claimed that digital technologies enrich constructivist educational environments by providing students with real-world applications, which help students learn through an authentic environment. For example, the use of simulations allows students to form expertise about a specific phenomenon. In turn, it enables them to develop their understanding and construct new knowledge they did not possess previously.

Becker and Ravitz (2001), and Judson (2006) claim that using the constructivist approach supported by digital technology; classes are more attractive, student-centred and more efficient learning is ensured. Allen (2008) stated that the use of digital technologies in the constructivist approach promotes the high-order cognitive skills, which qualifies students to think critically and construct new knowledge. In line with Allen (2008), Isik (2018) suggested that interactive computers developed students’ thinking and reasoning skills. These claims are backed by Wang and Reeves (2003, p. 50) who stated that "the interactive multimedia affordances of contemporary networked computers enable us to think of them not only as media for distributing information but also as environments capable of fostering the adaptation of student-centred pedagogy". For more details about collaborative learning and constructivism, please refer to sections 2.3.2 and 2.3.5.