Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

• Published in: International journal of virtual and personal learning environments Vol. 2; no. 3; pp. 50 - 63
• Main Author: Strang, Kenneth David
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.07.2011
• Subjects: Academic Achievement; Access to Education; Achievement gains; Active Learning; Analysis; Asynchronous Communication; Best Practices; Business Education; CAI; Cognitive Development; Cohort Analysis; Colleges & universities; Comparative Analysis; Computer assisted instruction; Computer Mediated Communication; Constructivism; Constructivism (Learning); Control Groups; Conventional Instruction; Copyrights; Correlation; Course Content; Course Evaluation; Critical Thinking; Delivery Systems; Direct Instruction; Distance Education; Education; Educational Environment; Educational Practices; Educational Psychology; Educational Strategies; Educational Technology; Electronic Equipment; Electronic Learning; Experiential Learning; Experimental Groups; Foreign Countries; Grades (Scholastic); Graduate Students; Higher education; Hypothesis Testing; Instructional design; Instructional Effectiveness; Knowledge Management; Learning; Learning management systems; Learning Theories; Learning theory; Literature reviews; Management education; Masters Programs; Mathematics Education; Mathematics teaching; Methodology; Methods; Methods Courses; Moodle (Learning management system); On-line systems; Online; Online Courses; Online learning; Online teaching; Postgraduate students; Quasiexperimental Design; Research Methodology; Research methods; Research skills; Statistical Analysis; Synchronous; Synchronous Communication; Teaching; Teaching effectiveness; Teaching Methods; University mathematics; University teaching; Virtual environments; Virtual learning environments; Australia
• ISSN: 1947-8518; 1947-8526; 1947-8518
• DOI: 10.4018/jvple.2011070104

Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.