The importance of the discussion forum in online learning is rooted in the social constructivism learning theory and is the central framework of this study. Constructivism can be divided into two parts: cognitive constructivism, developed by Piaget (1952), and social constructivism, by Vygotsky (1978). Constructivists’ view of learning is based on the belief that knowledge is not a thing that can be simply given by the teacher to fill students’ minds. Rather, knowledge is constructed by learners through an active, mental process of development in which learners build and create meaning and knowledge (Gray, 1997). In short, constructivism emphasizes the idea that knowledge is actively constructed rather than passively received.
Piaget (1952), in cognitive constructivism, asserts that learning does not occur passively, but takes place through an active construction of meaning. He declares that knowledge is built as blocks (schema). He contends that when learners encounter an experience or a situation that conflicts with their current way of thinking, a disequilibrium (imbalanced) state is created. To restore equilibrium, learners first modify their thinking or balance, then make
sense of the new information by associating it with what they already know and assimilate it into the existing knowledge (Figure 1).
Figure 1: cognitive/mental process of knowledge construction according to Piaget (1952)
3.1.1. Social Constructivism
Vygotsky’s (1978) main concept was that learning is mediated through interaction. Thus, he focused on the connections between people and the cultural context in which they interact in collective experiences (Crawford, 1996). Vygotsky’s view was that humans use tools, such as verbal and text- based interaction, that develop from a culture to mediate their social environments (Riddle and Dabbagh, 1999).
Vygotsky (1978) agreed with Piaget’s cognitive constructivism to a certain extent (Hall, 2011). However, Vygotsky did not accept that learning is specific, happening through invariant stages and that learning/development depends only on individual equilibration (Driscoll, 2005). Cognitive constructivism emphases the individual cognitive structuring process, whereas social constructivism concerns the socio-cultural effects of the environment on the cognitive structuring process (Fosnot, 1996).
Vygotsky considered learning as having two types: spontaneous or scientific (Fosnot, 1996). Spontaneous concepts are relevant to Piaget’s view (1952) that learning could take place through interaction with the environment leading to equilibration, for example, learning a language (Hall, 2011).
Assimilation
Equilibration
New situation Disequillbration
Scientific concepts, under Vygotsky’s view, are generated by formal structured activity (e.g., classroom instruction), which convey well-defined abstractions (Fosnot, 1996). With regards to my study, in discussion forums, students are expected to learn through both concepts. For instance, they might learn English writing, computer and teamwork skills spontaneously because they are immersed in the discussion forum’s culture (Gould, 2003b; Leasure et al., 2000). Learners use discussion forums as a tool applied through computers using English text-based discussion in a collaborative environment. On the other hand, they formally learn through construction and co-construction of knowledge related to the weekly PBL.
Vygotsky regarded the construction of meaning as a two part, reciprocal process. First, meanings are enacted socially (inter-psychological), which is the part he added to Piaget’s cognitive constructivism theory (red boxes in Figure 2). The second part is individually internalized conceptualizations (intra-psychological), which is Piaget’s cognitive constructivism (middle black box in Figure 2) (Swan, 2005). In short, knowledge construction is a cycle starting through social interaction (Vygotsky added to Piaget) and processed individually (Piaget) and then again interacted with socially (Vygotsky) (Figure 2).
Figure 2: Social Constructivism cycle: Vygotsky's social interaction (red) + Piaget’s individual cognitive constructive theory (black)(Swan,
2005)
• interaction,
dialogue
Social interaction (group) •New situation •Disequilibration •Accommodation •Assimilation •Equilibration Cognitive constructivism, Paiget , 1952 (individual)• interaction,
dialogue
Social interaction (group)This theoretical framework of learning has been used to help me examine how students learn in this study. The learning on the discussion forum starts with posting a question or sharing information about a learning issue. If it is new to the students, it leads to disequilibration (Piaget). Then, during collective discussion, (Vygotsky’s social interaction) accommodation will be achieved. According to Vygotsky (1978), this process of social construction of learning takes place in the Zone of Proximal Development (ZPD; see below). Hence, in terms of my study, advocates of either cognitive or social constructivism would both acknowledge the role of the discussion forum in the construction of knowledge.
3.1.1.1.
Zone of Proximal Development (ZPD)
Vygotsky (1978) argued that scientific concepts, formal instruction, and cognitive change occur in the Zone of Proximal Development (ZPD). ZPD is the area in which the expert teaches a novice (Crawford, 1996; Anderson, 2008). Vygotsky defines ZPD as: “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky, 1978, p86). The Zone of Proximal Development bridges the gap between what is known and what can be known (Riddle and Dabbagh, 1999). Vygotsky claimed that learning will not occur without guidance in the ZPD.
With regards to my study, Figure 3 shows a diagram of the ZPD that reveals how knowledge is thought to be constructed in the online discussion. The red circle represents a new concept or a learning issue, which is posted as a question (or in any form) in the discussion forum and needs to be understood or covered. The yellow circle represents the concept or learning issue after it has been learned or covered.
Figure 3: The Zone of Proximal Development
For a learner to move from the red circle (low level) to the yellow one (high level), support is required from tutors and more capable peers in collaboration (Vygotsky, 1978). This process of guidance is known as scaffolding.
3.1.1.2.
Scaffolding
Vygotsky (1978) argued that well defined abstractions (scientific concepts) do not come to the learner in a ready-made form. The students require effective teaching and instructional support strategies to access the ZPD through scaffolding (Fosnot, 1996; Riddle and Dabbagh, 1999; Anderson, 2008; Schellens and Valcke, 2006). According to Sawyer (2008, p54) scaffolding is defined as “the help given to a learner that is tailored to that learner’s needs in achieving his or her goals of the moment. The best scaffolding provides this help in a way that contributes to learning.”
In the discussion forums, online instruction is not similar to classroom-based teaching; it is facilitation, rather than content delivery (Anderson, 2008; Romiszowski and Mason, 2008). In my study, the role of the tutor in the discussion forum is to facilitate, which is similar to his/her role in the face-to- face PBL and considered as building continuity with the face-to-face first session (Alamro and Schofield, 2012).