Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method

This chapter aims to revitalize the use of the Angoff method in measuring students' performance in the educational contexts by offering guidance on the constructivist learning perspective that is more appropriate for training K-12 teachers. Specifically, it compares the cognitive and social constructivist theories and the Completely Structured Training (CST) and Partially Structured Training (PST) designs for conducting training on the Angoff method. The analysis argues for the relative efficacy of the cognitive constructivist perspective of the CST based on a breakdown of the cognitive strategies of the Angoff method judgments over the social constructivist perspective of the PST that emphasizes interpersonal interactions. The chapter concludes with recommendations for empirical comparisons of the quality of judgments based on the CST and PST models.

The Nature of Learning the Constructivist Learning Model in Teaching

The current research includes the constructivist learning model, in which the two researchers discussed what this model is in teaching. In their current research, the researchers dealt with its inception, the cognitive foundations of the constructivist learning model, the main foundations upon which the constructivist learning model is based, its objectives, advantages, and the problems encountering its use in Teaching, and its stages when teaching the subject’s teachers in its steps, and then the researchers review a model for a teaching plan according to the constructivist learning model, and the researchers will present the important conclusions from this model, as well as some recommendations and references that were employed in this research.

Education in the Digital Age: A Driving Force or a Lost Place

Teaching and learning using computer systems has a long tradition. This contribution will discuss major challenges and changes of the last 20 years to derive consequences and ideas for the next 20 years. The development of digital educational technologies will be outlined and the deficiencies and potentials of learning with digital systems and environments will be discussed. Finally, a media framework that enables for post-constructivist learning in the 21st century will be presented. The contribution focuses on interactive media in the context of schools, laying the foundation for digital competences for higher education and workplaces.

A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills

The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) <em>problem identification</em>, (2), <em>problem analysis</em>, (3) <em>research</em>, (4) <em>presentations</em>, and (5) <em>summary and evaluation</em>, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) <em>problem-based</em>, (2) <em>resources,</em> (3) <em>cognitive tools</em>, (4) <em>collaboration</em>, (5) <em>scaffolding</em>, and finally, (6) <em>coaching</em>. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor's degree level.

Integrating Constructivist Learning Environments (CLEs) in Designing a Multimedia Learning Application for Cyber-Bullying Intervention

Constructivism is a learning theory that emphasizes learners’ intervention through self-guided exploration, reflection, and evaluation. This study discusses on the integration of the Constructivist Learning Environments (CLEs) in designing a multimedia learning application for cyber-bullying intervention among adolescents. The application has been evaluated using Alpha Testing and Beta Testing technique to ensure its quality. From this evaluation, the researcher was also able to identify weaknesses or problems associated with the usage of the application, from the viewpoint of the content and multimedia expert and also the target user group which are the adolescents. By integrating CLEs, it is expected that knowledge and awareness is constructed by the learners as they reconcile new information with past experiences, analyze various source materials, and work collaboratively with others. As CLEs stimulates active learning, it is hoped that leaners will develop advanced skills such as critical thinking, analysis, evaluation, and creation. As CLEs promotes diverse viewpoints, it encourages students to reflect, evaluate their work, and identify intermediary skills to acquire based on their needs. It is also expected that the development of the multimedia app in this study will contributed to an increase in the number of computer-based applications intended to expose adolescents to the issue of cyber-bullying, which is still under-developed, particularly in the context of adolescents in Malaysia.

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-Covid context.

Critical Collaboration-Oriented Constructivist Learning Model Development to Improve Social and Spiritual Skills

This study aims to develop a critical collaboration-oriented constructivist learning model to improve students' social-spiritual skills. It boosts the urgency that most educators currently believe the online learning model does not improve students' social and spiritual skills. The development is carried out using the Assure model developed by Smaldino, Russell, Heinich, and Molenda. The developed model followed six steps, namely: (1) analyzing the characteristics of students, (2) setting learning objectives, (3) selecting media, methods, and materials, (4) utilizing teaching materials, (5) involving students in learning activities, and (6) evaluation and revision. The research process was carried out at UIN Mataram, involving one content expert, one design expert, five students in individual trials, nine students in small group trials, and 40 students in field trials. The results show that the developed learning model had theoretical feasibility of 96.4% for the material and 96% for the learning design. At the same time, the results of the empirical feasibility test showed that the product was empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. This study ends with the suggestions to implement the developed learning model in different fields of studies as the discussion of this model is rare while the impacts are beneficial. The discussion on its application and effects on learning achievements and attitudes in different fields of studies will contribute to a broader understanding of the same topic.