Philosophy, Constructivism And Asynchronous E-Learning

Introduction

Micah makes the very interesting point that a ‘synchronous e-learning classroom is a constructivist classroom.’ Indeed, he suggests that synchronous learning does not merely employ the ideas and strategies of constructivism, but actually is, in essence, constructivist. This is, perhaps, the key point of difference between synchronous and asynchronous e-learning.

Firstly, we need to be clear that there are two related, but importantly different strands of constructivism: social and cognitive. While I would argue that asynchronous has no problems in adopting a cognitive constructivist approach, there may be more difficulty in creating a social constructivist environment. For the purpose of this post, I am interested in social constructivism and this is what is meant by the phrase “constructivism” from here on. Finally, I am assuming the acceptance of constructivism as a desired educational philosophy. The debate over whether it is in actual fact desirable will come later.

Individualism and Asynchronous e-Learning

 There is the possibility for asynchronous e-learning to follow constructivist ideas. For example, a blog allows students to create knowledge together. However there is, inherent to asynchronous e-learning, the option to ignore the ‘Other’. Whereas synchronous e-learning is fundamentally communitarian, asynchronous e-learning provides for – perhaps even supports – the primacy of the individual over the community. In a world where the message conveyed is so often “it’s all about me”, we as educators may need to be careful that we do not unnecessarily or, indeed, unwittingly contribute to this.

Marketing professor at Monash University, Michael Morrison, is quoted by Rebecca Martin as saying that ‘While there's something like 15 million iPods out there, not one of them are the same. The iPod carries “my music”, it is “my space”’. In an asynchronous world, this customisation becomes possible. And customisation, of course, gives extraordinary power to the creator/host. I can choose to block people from being able to comment on my blog, or I can moderate comments or I can make it a “closed” site altogether. If this kind of becomes normative, it severely diminishes one’s understanding of, and commitment to, community. While we are indeed individuals, we exist as part of a society and, thus, other people, it could be argued, are integral to our own “journeys” and sense of self.

I will post again tomorrow, focusing on the relationship between the self and the 'other' and creating a social constructivist learning environment.