Theory Name: Constructivist Learning Environments (CLEs)

Authors (Last, First): Jonassen, David H.

Associate Learning Theory:
Social learning: Learning is to construct knowledge individually and/or socially based on learners’ interpretations of experiences in the world. Instruction is to engaging learners in meaning making (knowledge construction)

Model Description:
This theory provides a comprehensive set of methods to promote constructivist learning environments. The theory focuses on problem solving and conceptual development in ill-defined, ill-structured domain. The CLEs theory assumes that the problem drives the learning, rather than acting as an example of the concepts and principles previously taught. The key to meaningful learning is ownership of the problem or learning goal. The CLEs theory suggests a set of instructional methods including selecting and providing appropriate problem, related cases or worked examples, learner-selectable information, cognitive tools, collaborative tools, social/contextual support. Instructional activities could involve modeling, coaching and scaffolding in the CLEs.

Specification of Theory
(a) Goals and preconditions
Primary goal of the theory is to design for a leaning environment to foster problem solving and conceptual development in ill-defined/ill-structured domain

(b) Principles
1) The key of meaningful learning is authentic problem/task and ownership of the problem that learners attempt to solve.
2) Students are required to active learning activities including exploration, articulation, and reflection.
3) CLEs require appropriate instructional supports including modeling, coaching, and scaffolding.

(c) Condition of learning
Primary learning setting focuses on problem solving and conceptual development in ill-defined, ill-structured domains

(d) Required media
Computer based programs or multimedia to support problem presentation and scaffold cognitive process including knowledge-representation, knowledge-modeling, information- gathering, and problem solving performance

(e) Role of facilitator
Facilitator can be instructor or computer-based tools (e.g., database, multimedia, Internet). Facilitator should take the instructional roles including modeling, coaching, and scaffolding.

(f) Instructional strategies
Select and provide the followings:
1) an appropriate problem, question, case or project
2) related cases or worked examples
3) leaner-selectable information
4) cognitive tools
5) conversation and collaboration tools
6) social/contextual support

(g) Assessment method
Project- or problem-based task

Formative Research & Application
(a) Tested context: K-12; Higher Ed.( Jonassen, Ambruso, & Olesen, 1992)
(b) Research method: Jonassen et.al. (1992) tested a case-based learning environment in transfusion medicine. They provided a set of related cases that could be accessed by medical students who were involved in solving new cases in transfusion medicine. Learners were provided the opportunity in every case to review related cases. Developing a story index, representing those stories, and providing access to them an appropriate time is difficult but very effective.
(c) Research description:
(d) Resources
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (pp. 217-239). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Jonassen, D. H., Ambruso, D. R., & Olesen, J. (1992). Designing a hypertext on transfusion medicine using cognitive flexibility theory. Journal of Educational Hypermedia and Multimedia, 1(3), 309-322