The "ups" and "downs" of the upside-down: Constructivist and self-determined learning in the flipped classroom during COVID-19

The flipped classroom method (FCM) is based on individual online learning followed by student-teacher group interactions and has shown some advantages over traditional learning even in the pre-COVID-19 pandemic context. FCM is conducive to the constructivist learning approach, characterized by active knowledge construction rather than passive consumption of predetermined concepts. Both approaches are expected to facilitate the satisfaction of the basic psychological needs of autonomy, competence, and relatedness as proposed by self-determination theory (SDT). Given the outbreak of the COVID-19 pandemic, however, FCM has been imposed on many universities that lack the resources to take a constructivist approach and satisfy students' basic psychological needs. Considering the challenges of inverted teaching induced by the pandemic, this review paper aims to further address the following problems in an integrated theoretical framework: What are the pros and cons of the pandemic-constructed flipped classroom?; Is constructivist learning possible and to what extent during the pandemic?; How can a constructivist environment be created in the pandemic-constructed flipped classroom? Can the flipped classroom be used as a virtual mediator between the constructivist learning environment and students' basic psychological needs? More specifically, the purpose of this paper is to integrate constructivist learning within the flipped classroom method and to explore how constructivist learning may facilitate basic psychological needs through the characteristics of the flipped classroom. The paper proposes a conceptual framework of the constructivist environment associations with basic psychological needs through the perceived usefulness of technologymediated flipped classrooms. Specifically, it explores whether the communicative, instrumental, and pedagogical functions of the flipped classroom could help satisfy students' basic psychological needs. Challenges to the practical and empirical applications of the framework are discussed.

Emergently-Persuasive Games

This case identifies and exemplifies a potential subset of persuasive games, called emergently persuasive games. These are games that focus more on unspecified, player-led persuasion as opposed to persuasion based on specific, designer-led outcomes. The game described in this case is SF0, and its players have been observed to have become more outgoing, creative, and wise, despite only an incidental, general level of pre-designed persuasion being advertised. It is demonstrated that the ambiguous rules of the game allow the players to customise the gameplay based on their everyday needs, and therefore decide for themselves whether and how they want to be persuaded. These creative interpretations of the rules are actively encouraged, rather than being discouraged as they would be in other games. The ongoing player-discussion of conflicting interpretations facilitates a very effective constructivist environment for self-improvement and understanding. Data was analysed from 24 players of SF0, and a Grounded Theory was generated both to explain the general observations of the player data and to identify the diverse ways in which real-world benefit has arisen.

From Engineer to Architecture? Designing for a Social Constructivist Environment

This chapter examines the design requirements of a social constructivist virtual learning environment. It uses the example of teaching expertise to practitioners to demonstrate the practical application of the cognitive theories underpinning a community of practice, with the objective of providing an insight into some of the complex issues involved in creating such an environment. It is argued that the analogy of designer as architect is most appropriate, reflecting a move from task-centred courseware to learner-centred situated environments.