Social constructivism is an established educational theory based on the principle that learners and teachers co-construct knowledge through social processes. This chapter proposes an updated theory, e-social constructivism, that takes into account the milieu of electronic communications in which e-learning occurs. Thinkers such as Dewey, Piaget, Vygotsky, and Bruner, who laid the theoretical foundations of social constructivism, wrote in a time when face-to-face interactions were the basis for instruction. The works of these writers are reviewed in this chapter. Together with the results of the author’s phenomenological study of collaborative e-learning, they form the basis of e-social constructivist theory. The author uses grounded theory and situational analysis to derive and support e-social constructivist theory. This chapter discusses the implication of that theory for research, teaching and instructional design.
