NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED436798
Record Type: Non-Journal
Publication Date: 1999-Mar-30
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Pedagogy under Construction: Learning To Teach Collaboratively.
Chen, Pai-lin; Chung, Deborah S.; Crane, Amanda; Hlavach, Laura; Pierce, Jacqueline; Viall, Elizabeth K.
Doctoral-level students in a mass communication pedagogy class conducted a quasi-experimental study based entirely on constructivism. The students (n=6) became equal partners with the professor by practicing collaborative learning, ownership, and authenticity. Constructivists see knowledge as actively constructed by learners, not passively acquired from instructors. The students built their own knowledge through selecting the content, teaching the course, choosing projects and assignments, reflecting on the class, assessing the students, and working collaboratively. While some students may not be ready to accept responsibility for their education because of maturity or indoctrination in traditional learning methods, the group believes that the benefits of constructivism outweighs its disadvantages. Results suggest that constructivism should be incorporated into all levels of mass communication higher education. It can be practiced in large classes or lower-level courses as students actively seek knowledge through choosing course content, working in real-world situations, participating in group projects or reports, and giving input on assessment. This breaks students from their dependence on instructors and readies them for lifelong learning where knowledge is constructed among people, not in solitary. Contains 30 references and 2 figures. An appendix contains course objectives, assignments, and a course calendar. (Author/NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A