#Constructivist learning theory

[omegaphilosophia]

The Philosophy of Category

The philosophy of category examines the ways in which we classify and organize the vast array of objects, concepts, and experiences that constitute our reality. Categories are fundamental to human thought and communication, influencing how we perceive, understand, and interact with the world. This branch of philosophy explores the nature, structure, and implications of categorization, delving into questions about the basis of categories, their fluidity, and their impact on our cognitive processes.

Key Concepts in the Philosophy of Category

Ontological Categories:

Concept: Ontological categories refer to the most basic and universal kinds of entities that exist. These categories include things like objects, properties, events, and relations.

Implications: Understanding these categories helps philosophers and scientists make sense of the fundamental structure of reality.

Epistemological Categories:

Concept: These are categories related to knowledge and the ways we come to understand the world. They include concepts such as facts, theories, and beliefs.

Implications: This explores how our categorization of knowledge affects our understanding and epistemic practices.

Linguistic Categories:

Concept: These categories pertain to the structure of language and include parts of speech (nouns, verbs, adjectives), syntactic structures, and semantic roles.

Implications: Investigating linguistic categories reveals how language shapes and reflects our thinking and communication.

Cognitive Categories:

Concept: These involve the mental categories we use to make sense of our experiences. Examples include concepts like 'animal,' 'tool,' or 'emotion.'

Implications: Cognitive categories are essential for understanding how we process information and navigate the world.

Social and Cultural Categories:

Concept: These categories are constructed by societies and cultures and include classifications such as gender, race, and social status.

Implications: Social categories can influence identity, power dynamics, and social interactions.

Theories on the Philosophy of Category

Classical Theory:

Theory: This theory posits that categories have clear boundaries and can be defined by a set of necessary and sufficient conditions.

Criticism: Critics argue that many categories do not have strict boundaries and that our use of categories is often more flexible and context-dependent.

Prototype Theory:

Theory: Proposed by Eleanor Rosch, this theory suggests that categories are organized around typical or "prototypical" examples rather than strict definitions.

Implications: This theory accounts for the fluidity and variability of categories in everyday thinking.

Family Resemblance Theory:

Theory: Ludwig Wittgenstein introduced this concept, arguing that categories are defined by overlapping similarities rather than a fixed set of characteristics.

Implications: This approach emphasizes the relational and context-dependent nature of categories.

Conceptual Blending Theory:

Theory: This cognitive theory, developed by Gilles Fauconnier and Mark Turner, explores how categories can combine to form new concepts through mental blending processes.

Implications: It provides insights into creativity, innovation, and the dynamic nature of categorization.

Constructivist Theories:

Theory: These theories argue that categories are not discovered but constructed by individuals or societies based on their interactions with the world.

Implications: Constructivist theories highlight the role of human agency and social context in shaping categories.

Understanding the philosophy of category provides a foundational framework for exploring how we organize our knowledge and experiences, shedding light on the complexities and dynamics of human cognition and social structures.

[jamereadsmanga]

I dunno about that, but Makima is more likely to the youngest rather than Yoru to me, Yoru is the second youngest. The Horsemen mostly following by the youngest to eldest: Control/Conquest (Makima, both Control and Conquest share the same kanji being 支配 (Shihai, which is domination/control/conquest. Which match with Makima's abilities)), War (Yoru), Famine (Fami) and Death.

What you're referring to is order in which the horsemen arrive (according to the bible). That is a fairly responsible model to follow and likely the canon order. But me personally I just like to fuck around with philosophy and anthropology when it comes to the devils.

Here's my rationale

Tldr

Using a complex approach and analysis of Makima and Yoru combined with a vague knowledge of anthropology and philosophical theories on war, i believe that Makima was born around 10000 bc latest while Yoru was born around 3000 bc latest. Therefore, control is the older devil.

Makima's powers follow a naturalist interpretation of control (focusing on the interpersonal relationships between two individuals), while Yoru follows a social constructivist definition of war (social groups, modern society). Therefore, makima only required the concept of social order while Yoru needed it to truly begin to grow.

Firstly, devils are born with a name. Their power is then determined based on how much they are feared. From that, I organized the girls based not on when they were born but when they became horsemen. I follow the history of humans and sort of estimate how powerful they would be at each point and at what point they become powerful enough to be horsemen (best way I can contextualize the idea of devil births with such vague and historical concepts).

Now we dive a bit into philosophy and analyze the root of each fear.

Death is a primal fear. We are born afraid of death. It is the eldest and unequivocally the most powerful. Next is famine. Contrary to popular belief, famine is very probably pretty strong. She is the only other horseman to have natural regeneration powers. She only loses to Death and Falling, two primal devils.

Famine for me is about more than just hunger but rather suffering due to a lack of resources. Food, water, shelter, clothes... it's rare for one to exist without the other. That makes her fear not primal, but it definitely became a thing from the moment humans existed.

Using the Bible for reference, famine would be born the moment Adam and Eve created and greatly empowered once they were kicked from the garden of Eden.

So they're not only the eldest of their sisters but some of the oldest devils out there.

(Things get murky if we think of famine as just famine and not an umbrella concept for suffering but it's hard to separate the two).

Now to try and place control and war in this timeline. To do this, we will focus explicitly on how their powers are defined and what definition that alludes to. I will now introduced two approaches to the definition of war:

1. Naturalist: war is innate to human aggression

2. Social constructivist: war is a product of social conditions and learned behavior.

While these both discuss war, they do help support my arguments for makima. There are 2 ways to think of control: natural or social.

Makima's main power is her ability to control anyone she perceives as less than her. This, however, does not involve entire groups but rather individuals. Makima does not seek to overthrow the government or take control of the entire world. She is content just being a devil hunter in Japan and using her position to make a better world. Makima lacks any sort of lust for collective power. She is only interested in her power over individuals. Therefore, makima's definition of control follows a naturalist model. Control is more related to interpersonal relationships rather than collective domination. This would likely explain going with control over conquest.

Yoru is very different. While her power is still interpersonal, her source is based in the collective. The way she talks and how the concept of war is constructed around her is very modern (guns, tanks, nuclear weapons, WW2, America, etc). She also positions herself as a member of a group rather than an individual. She wants to fight chainsaw man to avenge her comrades. She considers the gun and tank her children. Her tendency to collaborate with others (Asa, Denji, Fami). Yoru has a sense of community within her. Furthermore, when Death tried to empower her, she went about it by evoking conflict between two groups: the chainsaw man church and the remainder of society. Therefore, Yoru's definition of war follows a more social constructivist approach.

With that in mind, let's actually decide which came first. Short answer is control. Control would have existed as long as humans had relationships and some notion of order.

Long answer (disclaimer I am not an anthropologist. Bare with me here)

Civilization would have begun around 10,000 BC or the Neolithic period. This is where we see agriculture, permanent settlements, and social structures beginning to take form. This is the latest we can place Makima, but also, the earliest we can place Yoru. We have a defined social structure that can allow for a flow of control, and we have distinct enough social groups to cause war and conflict. However, modern civilization with far more complex and rigid social structures did not begin until 3000 BC, which is therefore the latest birth period for Yoru. At that point, you gotta call it war, or you're just being stupid.

With these ranges in mind and the understanding of how each concept is defined within the csm realm, you can kinda sorta see why I say Control is older. Hopefully, i was able to explain in excruciating detail the crazy way my mind works and not make any typos in crucial places.

[thatfrenchacademic]

hi, I’m doing my BA in polisci and am writing my thesis (read: struggling with my topic) rn. I’m really struggling with making my research puzzle/question a scientific one instead of a political or social question. The most frequent question my supervisor asks me is ‘why are you doing this research/ what is the point of this research?’. And other than the obvious ‘I find it interesting’ and ‘I think there should be more literature on this specific case study’ I find it hard to justify my topic, especially within an IR/polisci context.

do you have any recommendations or tips for a problem like mine?

(further context, if necessary: I’m currently leaning towards constructivist theories in relation to election debates).

Hi there!

First of all, I think it is a very common and normal challenge to have as an Undergrad. We pick the questions we want to look into because we find them inherently interesting and important - having to find a more scientific justification after that can really be a struggle, especially when you are not used to thinking about it that way.

Then, it sort of depends what your supervisor/department means by "scientific". Social/political questions can be perfectly fine research questions, including for a BA in polsci, but my guess is that your department leans more toward empirical, positivist(ish) work, and that is what they mean by "scientific".

Your supervisor, has some good nudging questions, with "why are you doing this" and "what is the point", but there are different ways to reframe these nudges that you may find more helpful. I tend to divide them into to: 1) why it is interesting and 2) why we need to know. The first is about the initial intellectual curiosity, the second is about why people should be on board with this.

Why is this interesting ? What EXACTLY do you find interesting about this thing?

This requires some introspection, there is no wrong or right answer. It can be:

different branches of the literature are saying different things, how odd! How come?

there is a well established theory about topic A, but clearly a particular case/situation/sub-field does not fit that theory... what does it mean? Is the theory wrong ? Does it need refinement?

We are in the dark! new phenomena is coming in and there is no knowledge (relevant for new tech, digital stuff, etc...)

and so on. Let your inner nerd out! I have found that often, students do not know how to express what it is about their research question that interests them - it needs a bit of "and...? AND....?" type of question, to really get to the core of what drove them there. Probe at your own thinking here. It will also help you to narrow down your research question to the exact, specific thing that you are actually interested in.

2. Why do we care ?

Aka "pleading your case to the busy person". Something being intellectually curious does not necessarily make it worthy of academic research - think about relevance.

We urgently need to know more because of contextual element: we will see more and more of [phenomena under study] in the future, there is a particular crisis happening where we could shed more light...

specific policy-making recommendations can be made on the back of that topic: new rules, innovative solutions, new guidelines... (potentially! no one asks you to actually shop this around to policy makers)

useful to civil society: with what you learn, [group] will be able to [alter their behaviour] to better achieve their goal

new voice: you are offering a perspective that puts under-represented people, topics, subjects, or issue on the agenda (academic or political)

academic breakthrough: trickier because that's an ambitious one, but basically, this research will make us rethink some foundations of a particular field, or theory. We are kicking the hornet nest, and there might not be immediate policy relevance, but it will kickstart fresh thinking in the field.

Think about how you would frame things if you were to ask for someone to finance your thesis - someone willing to fund any type of research, as long as it is useful in some way. What is your pitch? Why is it important to know what we know ?

Remember that your topic is often more interesting, and less important than you probably think. I have found that students often overestimate the importance of their research, and their downplay how interesting it is. No, your question IS interesting! However, in and of itself, it is often not "important": you have to tease out why it matters beyond intellectual curiosity. And the easiest way is by using these two different sets of questions, and being realistic about the "importance" of the question. "Important" does not mean "ground breaking and revolutionary". It can be "useful to make practical recommendations/ concrete choices". If you have some trouble justifying the importance, remember that impact can be regional, local, municipal; or it can be for advocacy groups, civil society, all sorts of non state actors...

I hope that helps!

[mirandamckenni1]

I Hate Memorising, so I Created a System to Remember Everything If you’re struggling, consider therapy with BetterHelp #ad. Click https://ift.tt/73wCiRD for a 10% discount on your first month of therapy with a credentialed professional specific to your needs 💚 🖤 The private heart-to-heart with my thoughts and advice on why and how to start therapy: https://youtu.be/XIjRXsyUk84 🩵 Link to the Notion page that summarises the learning points from the video and on starting therapy: https://ift.tt/ZePmLWh Moleskine Notebook link: https://amzn.to/4cjn06n (affilate link!) Leather pen holders link https://amzn.to/49ScEJ5 (affilate link!) The pen I use for everything: https://amzn.to/3wSsS6p (affilate link!) Studying doesn’t need to be as hard is it feels: after 5 years in medical school, I just finished my final exams, and this is the method I used to study. I’ve been avoiding lectures since my first year of medical school, and using just one notebook, I’ve managed somehow to learn and memorise everything I was expected to know to become a doctor. If you also struggle with memorising facts and mnemonics (like me), hopefully this will offer an alternative! Let me know what you think! Thanks for watching, and best of luck with any exams you have, may your university studies always be as un-stressful as possible 🩵 Sources mentioned: 1. Richardson, Virginia. (1997). Constructivist Teaching and Teacher Education: Theory and Practice. 2. Moon, J.A. (2000). Learning Journals: A Handbook for Reflective Practice and Professional Development (1st ed.). Routledge. 3. Eisner, E.W., 2017. The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press. 4. Hoare, C. H. (2006). Handbook of adult development and learning. Oxford University Press, Chapter 4, pg 73-98 5. Getzels, J. W. (1974). Socialization and Education: A Note on Discontinuities. Teachers College Record, 76(2), 1-6. 6. Forms of Understanding and the Future of Educational Research, Elliot W. Eisner, Educational Researcher, Oct., 1993, Vol. 22, No. 7 (Oct., 1993), pp. 5-11 7. Kevin K. Birth: Objects of Time How Things Shape Temporality 8. Forgetting due to retroactive interference: A fusion of early insights into everyday forgetting and recent research on anterograde amnesia Michaela T. Dewar, Nelson Cowan, and Sergio Della Sala 9. The consequences of writing : enhancing learning in the disciplines by Parker, Robert P. (Robert Prescott), 1937 10. Josselyn SA, Frankland PW. Memory Allocation: Mechanisms and Function. Annu Rev Neurosci. 2018 Jul 8 PMID: 29709212; PMCID: PMC9623596. To make your life easier: 0:00 Intro 1:30 The Danger of Over-processed Source Material 5:03 BetterHelp and the value of therapy 8:00 The Learning and Memorising Side of the Notebook 18:26 The Daily Side of the Notebook WHO AM I: I'm Elizabeth, a medical student, painter and Podcaster in London. I love to think and talk about life, art, medicine, books and meaning. And also how to find the time to do those things. If you'd like to watch me paint and talk about life, I do that on my podcast (https://www.youtube.com/channel/UC5NsPe2poaBRA0IPdTxJTQA) and if you'd like to read my thoughts and book notes, I have a newsletter you can join (https://ift.tt/TOc3GzB). 👽 My Book on Organised Chaos: How to Succeed Without Habits or Consistency: https://ift.tt/jv9OVnb 🧠 My Notion Templates to Work Better With Yourself: https://ift.tt/pg1ULfr If you want to stay in touch: 💌 My Newsletter - https://ift.tt/TOc3GzB 🎙My Podcast - https://www.youtube.com/channel/UC5NsPe2poaBRA0IPdTxJTQA 📕 My Book Club - https://ift.tt/Vhsg4mA 📸 My Instagram - https://ift.tt/ArnK9ip 💻 My Website - https://ift.tt/3Eja6Zu 🐥 My Twitter - https://twitter.com/lizziefilips Or leave a comment, I (try to) read 100% of comments :) via YouTube https://www.youtube.com/watch?v=PjyMdQptGYI

[elearningsolutionsforyou]

What is a Scenario-Based Learning: A Comprehensive Guide

Scenario-based learning (SBL) is a dynamic instructional approach that immerses learners in real-life situations to enhance their problem-solving skills, decision-making abilities, and critical thinking. Rooted in constructivist theories of learning, SBL encourages active participation, engagement, and application of knowledge in authentic contexts. In this comprehensive guide, we delve into the principles, benefits, and applications of scenario-based learning, with a special focus on scenario writing, exploring how organizations like Infopro Learning utilize this powerful tool to drive impactful learning experiences.

Understanding Scenario-Based Learning:

At its core, scenario-based learning presents learners with realistic scenarios or simulations mirroring their professional environment. These scenarios are designed to reflect the challenges, complexities, and uncertainties individuals may encounter in their roles. Learners are tasked with navigating through these scenarios, making decisions, and observing the consequences of their actions within a safe learning environment.

Key Components of Scenario-Based Learning:

Realistic Scenarios: The scenarios presented to learners should closely resemble situations they may face in their actual work environment. These scenarios can vary in complexity, ranging from simple decision-making exercises to intricate simulations involving multiple variables and stakeholders.

Decision Points: Throughout the scenario, learners encounter various decision points where they must choose a course of action. Each decision influences the progression of the scenario, leading to different outcomes and learning experiences.

Feedback Mechanism: Immediate feedback is crucial in scenario-based learning. Learners receive feedback based on their decisions, helping them understand the consequences of their actions and facilitating reflection.

Reflection Opportunities: SBL encourages learners to reflect on their decisions, actions, and outcomes. Reflection promotes deeper learning by enabling individuals to analyze their thought processes, identify areas for improvement, and apply insights to future scenarios.

Benefits of Scenario-Based Learning:

Active Engagement: SBL promotes active engagement by placing learners in the driver's seat. Instead of passively consuming information, learners actively participate in problem-solving activities, fostering deeper understanding and retention of knowledge.

Application of Knowledge: By contextualizing learning within realistic scenarios, SBL enables learners to apply theoretical concepts to practical situations. This application-oriented approach enhances transferability of skills and knowledge to real-world settings.

Decision-Making Skills: Scenario-based learning hones learners' decision-making skills by presenting them with challenging situations and allowing them to explore different courses of action. Through experiential learning, individuals develop confidence and competence in making informed decisions.

Risk-Free Environment: SBL provides a safe space for learners to experiment, make mistakes, and learn from failure without real-world repercussions. This risk-free environment fosters a culture of innovation, exploration, and continuous improvement.

Enhanced Problem-Solving Abilities: By tackling authentic challenges within simulated environments, learners develop critical thinking and problem-solving abilities. SBL encourages creative thinking, strategic planning, and adaptive problem-solving techniques.

Scenario Writing: The Art and Science:

Central to scenario-based learning is the art and science of scenario writing. Scenario writing involves crafting compelling narratives, designing challenging situations, and creating meaningful learning experiences for participants. Infopro Learning, a leading provider of learning and performance solutions, employs a systematic approach to scenario writing, ensuring the effectiveness and relevance of each scenario.

The process of scenario writing at Infopro Learning typically involves the following steps:

Needs Analysis: Before crafting scenarios, Infopro Learning conducts a thorough needs analysis to understand the learning objectives, audience demographics, and performance gaps. This analysis informs the design of scenarios tailored to meet specific learning goals and requirements.

Storyboarding: Once the learning objectives are identified, the scenario writing team at Infopro Learning collaborates to storyboard the scenario. Storyboarding involves outlining the narrative structure, identifying key decision points, and mapping out the branching pathways based on different choices.

Character Development: Infopro Learning pays special attention to character development within scenarios. Characters are crafted to represent diverse roles, perspectives, and backgrounds relevant to the target audience. Well-developed characters enhance the authenticity of scenarios and facilitate emotional engagement among learners.

Contextualization: Context plays a crucial role in scenario-based learning. Infopro Learning ensures that scenarios are contextually relevant and relatable to learners' professional roles and responsibilities. By embedding scenarios within familiar contexts, Infopro Learning maximizes learning transfer and applicability.

Feedback Integration: Feedback mechanisms are integrated seamlessly into scenarios to provide learners with timely guidance and reinforcement. Infopro Learning designs feedback loops that offer constructive feedback based on learners' decisions, encouraging reflection and continuous improvement.

Iterative Testing and Refinement: Before deployment, scenarios undergo rigorous testing and refinement processes. Infopro Learning conducts pilot tests with representative samples of the target audience to gather feedback, identify areas for improvement, and refine scenarios for optimal effectiveness.

Applications of Scenario-Based Learning:

Scenario-based learning finds applications across various industries and domains, including:

Corporate Training: In corporate settings, scenario-based learning is used to develop employees' soft skills, such as communication, leadership, and conflict resolution. Scenarios simulate workplace scenarios, enabling employees to practice and refine their skills in a safe environment.

Healthcare Education: In medical and healthcare education, scenario-based learning is utilized to train healthcare professionals in clinical decision-making, patient management, and emergency response. Simulated scenarios replicate realistic healthcare settings, allowing learners to apply theoretical knowledge to clinical practice.

Military Training: Military training often incorporates scenario-based simulations to prepare soldiers for combat situations, mission planning, and tactical decision-making. Scenarios simulate battlefield conditions, providing soldiers with hands-on experience in a controlled environment.

Safety Training: In industries with high-risk environments, such as manufacturing, construction, and aviation, scenario-based learning is employed to train employees in safety protocols, hazard recognition, and emergency procedures. Scenarios simulate potential safety hazards, preparing employees to respond effectively in real-life emergencies.

Conclusion:

Scenario-based learning is a powerful instructional approach that fosters active learning, enhances critical thinking, and promotes practical application of knowledge. By immersing learners in realistic scenarios, scenario-based learning facilitates experiential learning, skill development, and performance improvement. Organizations like Infopro Learning leverage scenario writing to design engaging and impactful learning experiences tailored to meet the diverse needs of learners across industries. As the demand for immersive and interactive learning solutions continues to grow, scenario-based learning remains a cornerstone of effective training and development strategies.

[abihespgormley]

Readerly Exploration #4 

Due Date: October 8th 

Titles: Fisher, et. al. (2020), Chapter 2, “Whole-Class Reading Instruction: High-Level Support for Learning”

Sipe (2002), “Talking Back & Talking Over: Young Children’s Expressive Engagement During Read- Aloud Storybooks”

Big Takeaway: In Chapter 2 of "This is Balanced Literacy" by Fisher, one of the key points is that a balanced literacy approach should include both reading and writing instruction. This means that students not only engage in reading activities, but also have opportunities to develop their writing skills. 

A big takeaway from Sipe (2002) is that young children actively engage with storybooks during read-aloud sessions by expressing their thoughts and emotions. This highlights the importance of creating an interactive and engaging reading environment for children to enhance their language development and comprehension skills.

Nugget: In the study by Sipe (2002), it was fascinating to see how young children not only engage verbally by actively participating in discussions and asking questions during read-aloud sessions but also express themselves nonverbally. They use gestures, facial expressions, and body language to convey their thoughts, emotions, and understanding of the story. This nonverbal engagement adds another layer of richness to their overall expressive involvement and demonstrates how children use multiple channels to connect with the story and communicate their experiences. It emphasizes the importance of recognizing and valuing these nonverbal cues as part of their expressive engagement during read-alouds.

An interesting aspect from Chapter 2 of "This is Balanced Literacy" by Fisher is the emphasis on providing a variety of texts for students to read. This includes fiction, nonfiction, poetry, and other genres. By exposing students to diverse texts, they can develop a broader understanding of different writing styles, topics, and perspectives. It helps foster a love for reading and encourages students to explore various genres and expand their literary horizons.Task: “Provide an interpretation of the assigned reading through the lens of another course you’ve taken”I first chose this task because I thought it would be interesting to reread the text through a deeper lens and maybe gather a deeper understanding of what I am trying to read. It gave me a second chance to examine the text which is always important. When examining the study through an Educational Psychology lens, it is interesting to consider how the findings relate to theories of child development and learning. For example, the active engagement of young children during read-aloud sessions aligns with the constructivist theory, which emphasizes the importance of hands-on, experiential learning. By actively participating and expressing their thoughts and emotions, children are constructing their own understanding of the story and making connections to their prior knowledge. This active engagement promotes cognitive development and enhances their comprehension skills. It's fascinating to see how these findings align with educational theories! When examining Chapter 2 of "This is Balanced Literacy" through an Educational Psychology lens, it is interesting to consider how the balanced literacy approach aligns with theories of learning and development. For example, the emphasis on both reading and writing instruction supports the idea of a holistic approach to learning. According to educational psychology, students learn best when they actively engage in the learning process and have opportunities to apply their knowledge in meaningful ways. By incorporating both reading and writing activities, the balanced literacy approach promotes active learning, critical thinking, and the development of language skills. It's fascinating to see how educational psychology principles can inform and support effective instructional practices! Looking at these texts through an educational psychology lens can help me engage with the reading by providing a deeper understanding of how students learn and develop. By applying educational psychology principles, I approached the texts with a more informed perspective, recognizing the importance of active engagement, meaningful application, and the connection between theory and practice. This lens helped me make connections between the concepts discussed in the texts and real-world educational contexts, enhancing my comprehension and critical thinking skills.

This is a picture of my notes I used to reread the texts for the second time. I was able to have my notes up while I was rereading text to help ensure that I was looking through Educational Psychology Lens

[terrykownack]

Qualitative vs. Quantitative Data Collection: A Comparative Guide for PhD Students

Introduction

One of the earliest—and most important—decisions a PhD student must make is choosing between qualitative and quantitative data collection methods. Each approach brings unique strengths and limitations, and the right choice depends on your research objectives, available resources, and theoretical framework.

This guide breaks down the core differences between these two methodologies, offering a side-by-side comparison to help you make an informed, confident decision as you design your dissertation research.

What is Quantitative Data Collection?

Quantitative data collection refers to methods that gather numerical data to measure variables and test hypotheses. It’s commonly used in the natural and social sciences and relies on structured tools and statistical analysis.

Common Techniques:

Surveys with closed-ended questions

Structured observations

Standardized tests

Existing numerical datasets (e.g., census data, academic databases)

Characteristics:

Data is numeric and measurable

Objective and replicable

Often involves large sample sizes

Analyzed using statistical software (e.g., SPSS, R)

When to Use:

You want to test a theory or hypothesis

You need to measure frequency, correlation, or causation

Your research questions include words like how much, how often, to what extent

Explore tools in our Quantitative Research Toolkit to design your surveys and analyze results.

What is Qualitative Data Collection?

Qualitative data collection explores experiences, meanings, and context. It’s widely used in humanities, education, and health research where depth and nuance matter more than measurement.

Common Techniques:

In-depth interviews

Focus group discussions

Ethnographic observation

Textual or discourse analysis

Characteristics:

Data is non-numeric (e.g., words, images, narratives)

Focuses on subjectivity and interpretation

Often involves smaller sample sizes

Analyzed through coding and thematic exploration

When to Use:

You want to explore complex social phenomena

You’re investigating lived experiences or emotions

Your questions begin with why, how, or what does it mean

Not sure how to begin? Visit our Beginner’s Guide to Qualitative Research to get started.

Mixed Methods: Best of Both Worlds?

Sometimes, the most comprehensive approach is a mixed methods study, where you combine both qualitative and quantitative data. This allows for triangulation—validating findings by comparing different data types—and often leads to richer insights.

Example:

Suppose you’re studying online learning experiences during the pandemic. You could:

Use surveys to collect satisfaction ratings (quantitative)

Conduct interviews to understand students’ emotional responses (qualitative)

Curious about mixed methods design? Read our post on How to Design Mixed Methodology for PhD.

Choosing the Right Approach for Your PhD

Here’s a checklist to help guide your decision:

1. What is Your Research Paradigm?

Are you a positivist (believing in measurable reality) or a constructivist (believing in multiple realities)? Your philosophical stance should align with your data collection method.

2. What Are Your Research Questions?

Use quantitative if your question involves comparisons, predictions, or cause-effect.

Use qualitative if your question involves interpretation, understanding, or exploration.

3. What Resources and Skills Do You Have?

Quantitative studies may require statistical expertise and larger participant pools, while qualitative studies demand excellent interpersonal and interpretive skills.

4. Will You Conduct a Pilot Study?

Whichever method you choose, a pilot study can help refine your tools, improve reliability, and highlight areas of confusion before full-scale rollout.

Potential Challenges and How to Overcome Them

Challenge

Solution

Poorly designed survey questions

Pilot your questionnaire and revise

Interviewer bias in qualitative data

Use standardized guides and triangulate with secondary data

Low response rates in surveys

Provide incentives and send follow-up reminders

Subjectivity in coding qualitative data

Use software like NVivo and double-code with peers

You can also refer to our blog on Top 5 Challenges in Primary Data Collection for more insights.

Lead-Generating Tip: Need Help Deciding Your Research Methodology?

We offer one-on-one support for research design, data collection planning, and proposal writing. Whether you're early in the planning phase or stuck between paradigms, our research consultants can guide you through the decision-making process. Schedule a free call here.

Whether you choose qualitative, quantitative, or mixed methods, your choice should reflect your research questions, paradigm, and goals. There's no one-size-fits-all answer—but understanding the distinctions and evaluating them in the context of your study is key to producing rigorous, meaningful research.

Still unsure? Explore our complete PhD Data Collection Hub for tools, templates, and expert guidance tailored to doctoral researchers like you.

[literaturereviewhelp]

Constructivism is often compared to objectivism, which is usually quoted as being the opposite of constructivism. The objectivist theory is primarily based on the work of behaviorists such as B.F. Skinner. Objectivists believe that information itself is knowable outside the bounds of any human mind, and that any individual interpretation of knowledge can be said to be either correct or incorrect. Objectivists view individual pieces of information as symbols or currency that can be acquired by humans and can be transferred from human to human should the correct learning conditions exist. While much of the early work in traditional educational and instructional design derived from objectivist theory, modern academic minds have come to accept that a learning environment that more closely matches the needs of constructivist learning may be more effective. The perceived benefits of constructivist learning may be particularly valuable where the teaching of complex skills, such as problem-solving or critical thinking skills are concerned.If we accept that constructivist theory is the best way to define learning, then it follows that in order to promote student learning it is necessary to create learning environments that directly expose the learner to the material being studied. For only by experiencing the world directly can the learner derive meaning from them. This gives rise to the view that constructivist learning must take place within a suitable constructivist learning environment. One of the central tenants of all constructivist learning is that it has to be an active process; therefore, any CLE must provide the opportunity for active learning. There are four basic characteristics of CLEs, which must be considered when implementing constructivist instructional strategies:1)Knowledge will be shared between teachers and students.2)Teachers and students will share authority.3)The teacher’s role is one of a facilitator or guide.4)Learning groups will consist of small numbers of heterogeneous students. The teacher’s role in a CLE must include spending time developing or preparing the CLE for the students to use. Read the full article

[forgettingcurve]

Constructivism in Learning

Understanding Constructivism

Constructivism is a powerful learning theory that emphasizes the active role of learners in constructing knowledge rather than passively receiving it. According to this theory, learners build their understanding and knowledge of the world through experiences and reflection on those experiences. Constructivism can be categorized into three main types: cognitive constructivism, social constructivism, and radical constructivism.

Cognitive Constructivism

Cognitive constructivism is based on the principle that learning must align with a learner’s cognitive development. This perspective is strongly influenced by the work of Jean Piaget, who suggested that learners actively construct their understanding by integrating new information with their existing cognitive structures. Piaget believed that knowledge is built progressively as learners interact with their environment and that learning occurs through the processes of assimilation and accommodation.

Assimilation occurs when a learner incorporates new information into existing cognitive frameworks without changing them. Accommodation, on the other hand, involves modifying existing cognitive structures to incorporate new information. This continuous interaction between new experiences and prior knowledge is what drives cognitive development.

For example, when a child learns about animals, they may initially categorize all four-legged creatures as dogs. As they gain new information, they begin to differentiate between different species, adjusting their cognitive framework accordingly. This adaptation is fundamental to cognitive constructivism, highlighting that learning is a dynamic process shaped by a learner’s prior experiences and intellectual development.

Social Constructivism

Social constructivism extends the principles of constructivism by emphasizing the role of social interactions and cultural influences in learning. Lev Vygotsky, a major proponent of social constructivism, argued that knowledge is co-constructed through social interactions rather than developed solely by an individual’s cognitive processes. According to Vygotsky, learning occurs within a social context and is facilitated by meaningful interactions with others.

A key concept in social constructivism is the Zone of Proximal Development (ZPD), which refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual, such as a teacher or peer. This theory suggests that learning is most effective when learners engage in tasks that challenge them just beyond their current level of understanding, with the support of others.

Collaboration plays a crucial role in social constructivist learning environments. Group discussions, peer interactions, and cooperative problem-solving activities help learners build their understanding through shared experiences. The exchange of diverse perspectives allows learners to develop deeper insights, refine their ideas, and enhance critical thinking skills.

Radical Constructivism

Radical constructivism takes a more extreme stance by arguing that knowledge is not discovered but rather invented by individuals. This perspective suggests that reality cannot be fully known in its entirety and that what we perceive as knowledge is merely an individual’s interpretation of experiences. Ernst von Glasersfeld, a key proponent of radical constructivism, asserted that knowledge is subjective and shaped by a person’s unique experiences and mental constructs.

From this viewpoint, learning is a process of meaning-making, where individuals develop their understanding based on their interpretations rather than external realities. This approach challenges traditional notions of objective knowledge and underscores the importance of individual perspectives in the learning process.

Radical constructivism implies that education should focus on encouraging learners to develop their own interpretations and construct personal meaning rather than memorizing predetermined facts. Instructors following this approach act as facilitators who guide learners through the process of inquiry and self-discovery.

Constructivist Learning in Practice

Constructivist learning environments are designed to promote active engagement, collaboration, and meaningful learning experiences. Several instructional strategies align with constructivist principles and help create effective learning experiences:

Interactive Learning Activities

Interactive learning activities are fundamental to constructivist education. These activities involve hands-on experiences, problem-solving tasks, and real-world applications that encourage learners to actively engage with content. Examples of interactive learning strategies include:

Project-Based Learning (PBL): Learners work on projects that require them to research, analyze, and apply knowledge to real-world problems.

Problem-Based Learning: Students are presented with complex problems that require critical thinking, collaboration, and solution development.

Inquiry-Based Learning: Learners explore topics through questioning, investigation, and self-directed discovery.

Experiential Learning: Direct experiences, such as simulations and experiments, help learners connect theoretical concepts to practical applications.

These interactive methods promote deeper understanding by allowing learners to apply knowledge in meaningful contexts, reinforcing the idea that learning is an active and constructive process.

Collaboration and Group Work

Collaboration is a cornerstone of constructivist learning. When learners work together in groups, they have the opportunity to exchange ideas, challenge perspectives, and construct knowledge collectively. Group work enhances communication skills, fosters teamwork, and promotes social learning. Examples of collaborative learning techniques include:

Peer Teaching: Learners take turns explaining concepts to one another, reinforcing their understanding through teaching.

Group Discussions: Open dialogues enable learners to explore different viewpoints and develop critical thinking skills.

Role-Playing Activities: Engaging in role-playing exercises allows learners to immerse themselves in scenarios and develop problem-solving abilities.

Case Studies: Analyzing real-world cases helps learners apply theoretical knowledge to practical situations.

By fostering collaboration, constructivist learning environments encourage learners to develop higher-order thinking skills, improve problem-solving abilities, and gain a broader perspective on complex topics.

Constructivism in Microlearning

Microlearning is an innovative instructional approach that aligns well with constructivist principles. By delivering content in small, focused segments, microlearning enables learners to actively engage with information, apply knowledge in context, and build on prior learning.

MaxLearn incorporates constructivist elements in its algorithms to personalize learning experiences. The platform adapts to each learner’s previous knowledge and skills, ensuring that new content is relevant and meaningful. This adaptive learning approach prevents learners from feeling overwhelmed by unnecessary information and instead focuses on building knowledge progressively.

MaxLearn also promotes collaborative learning by facilitating group interactions and discussions within its microlearning modules. Learners can engage in peer-to-peer knowledge sharing, collaborative exercises, and interactive challenges, fostering a social learning environment. Additionally, the platform customizes learning paths dynamically, ensuring that each learner progresses at their own pace while continuously constructing new knowledge.

The personalized and adaptive nature of MaxLearn’s microlearning approach enhances engagement, comprehension, and retention. By incorporating constructivist principles, MaxLearn ensures that learners develop a deeper understanding of concepts, apply knowledge in meaningful ways, and actively participate in their learning journey.

Conclusion

Constructivism is a transformative learning theory that emphasizes active knowledge construction, collaboration, and meaningful learning experiences. By recognizing the cognitive, social, and radical aspects of constructivism, educators and learning platforms can design effective instructional strategies that promote engagement, critical thinking, and deeper understanding.

Incorporating constructivist principles into modern learning environments, such as microlearning platforms like MaxLearn, ensures that learners receive personalized, adaptive, and interactive educational experiences. By fostering active participation, collaboration, and real-world application, constructivist learning empowers individuals to develop lifelong learning skills and achieve academic and professional success.

[microlearningspacedrepetition]

Constructivism in Learning

Understanding Constructivism

Constructivism is a powerful learning theory that emphasizes the active role of learners in constructing knowledge rather than passively receiving it. According to this theory, learners build their understanding and knowledge of the world through experiences and reflection on those experiences. Constructivism can be categorized into three main types: cognitive constructivism, social constructivism, and radical constructivism.

Cognitive Constructivism

Cognitive constructivism is based on the principle that learning must align with a learner’s cognitive development. This perspective is strongly influenced by the work of Jean Piaget, who suggested that learners actively construct their understanding by integrating new information with their existing cognitive structures. Piaget believed that knowledge is built progressively as learners interact with their environment and that learning occurs through the processes of assimilation and accommodation.

Assimilation occurs when a learner incorporates new information into existing cognitive frameworks without changing them. Accommodation, on the other hand, involves modifying existing cognitive structures to incorporate new information. This continuous interaction between new experiences and prior knowledge is what drives cognitive development.

For example, when a child learns about animals, they may initially categorize all four-legged creatures as dogs. As they gain new information, they begin to differentiate between different species, adjusting their cognitive framework accordingly. This adaptation is fundamental to cognitive constructivism, highlighting that learning is a dynamic process shaped by a learner’s prior experiences and intellectual development.

Social Constructivism

Social constructivism extends the principles of constructivism by emphasizing the role of social interactions and cultural influences in learning. Lev Vygotsky, a major proponent of social constructivism, argued that knowledge is co-constructed through social interactions rather than developed solely by an individual’s cognitive processes. According to Vygotsky, learning occurs within a social context and is facilitated by meaningful interactions with others.

A key concept in social constructivism is the Zone of Proximal Development (ZPD), which refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual, such as a teacher or peer. This theory suggests that learning is most effective when learners engage in tasks that challenge them just beyond their current level of understanding, with the support of others.

Collaboration plays a crucial role in social constructivist learning environments. Group discussions, peer interactions, and cooperative problem-solving activities help learners build their understanding through shared experiences. The exchange of diverse perspectives allows learners to develop deeper insights, refine their ideas, and enhance critical thinking skills.

Radical Constructivism

Radical constructivism takes a more extreme stance by arguing that knowledge is not discovered but rather invented by individuals. This perspective suggests that reality cannot be fully known in its entirety and that what we perceive as knowledge is merely an individual’s interpretation of experiences. Ernst von Glasersfeld, a key proponent of radical constructivism, asserted that knowledge is subjective and shaped by a person’s unique experiences and mental constructs.

From this viewpoint, learning is a process of meaning-making, where individuals develop their understanding based on their interpretations rather than external realities. This approach challenges traditional notions of objective knowledge and underscores the importance of individual perspectives in the learning process.

Radical constructivism implies that education should focus on encouraging learners to develop their own interpretations and construct personal meaning rather than memorizing predetermined facts. Instructors following this approach act as facilitators who guide learners through the process of inquiry and self-discovery.

Constructivist Learning in Practice

Constructivist learning environments are designed to promote active engagement, collaboration, and meaningful learning experiences. Several instructional strategies align with constructivist principles and help create effective learning experiences:

Interactive Learning Activities

Interactive learning activities are fundamental to constructivist education. These activities involve hands-on experiences, problem-solving tasks, and real-world applications that encourage learners to actively engage with content. Examples of interactive learning strategies include:

Project-Based Learning (PBL): Learners work on projects that require them to research, analyze, and apply knowledge to real-world problems.

Problem-Based Learning: Students are presented with complex problems that require critical thinking, collaboration, and solution development.

Inquiry-Based Learning: Learners explore topics through questioning, investigation, and self-directed discovery.

Experiential Learning: Direct experiences, such as simulations and experiments, help learners connect theoretical concepts to practical applications.

These interactive methods promote deeper understanding by allowing learners to apply knowledge in meaningful contexts, reinforcing the idea that learning is an active and constructive process.

Collaboration and Group Work

Collaboration is a cornerstone of constructivist learning. When learners work together in groups, they have the opportunity to exchange ideas, challenge perspectives, and construct knowledge collectively. Group work enhances communication skills, fosters teamwork, and promotes social learning. Examples of collaborative learning techniques include:

Peer Teaching: Learners take turns explaining concepts to one another, reinforcing their understanding through teaching.

Group Discussions: Open dialogues enable learners to explore different viewpoints and develop critical thinking skills.

Role-Playing Activities: Engaging in role-playing exercises allows learners to immerse themselves in scenarios and develop problem-solving abilities.

Case Studies: Analyzing real-world cases helps learners apply theoretical knowledge to practical situations.

By fostering collaboration, constructivist learning environments encourage learners to develop higher-order thinking skills, improve problem-solving abilities, and gain a broader perspective on complex topics.

Constructivism in Microlearning

Microlearning is an innovative instructional approach that aligns well with constructivist principles. By delivering content in small, focused segments, microlearning enables learners to actively engage with information, apply knowledge in context, and build on prior learning.

MaxLearn incorporates constructivist elements in its algorithms to personalize learning experiences. The platform adapts to each learner’s previous knowledge and skills, ensuring that new content is relevant and meaningful. This adaptive learning approach prevents learners from feeling overwhelmed by unnecessary information and instead focuses on building knowledge progressively.

MaxLearn also promotes collaborative learning by facilitating group interactions and discussions within its microlearning modules. Learners can engage in peer-to-peer knowledge sharing, collaborative exercises, and interactive challenges, fostering a social learning environment. Additionally, the platform customizes learning paths dynamically, ensuring that each learner progresses at their own pace while continuously constructing new knowledge.

The personalized and adaptive nature of MaxLearn’s microlearning approach enhances engagement, comprehension, and retention. By incorporating constructivist principles, MaxLearn ensures that learners develop a deeper understanding of concepts, apply knowledge in meaningful ways, and actively participate in their learning journey.

Conclusion

Constructivism is a transformative learning theory that emphasizes active knowledge construction, collaboration, and meaningful learning experiences. By recognizing the cognitive, social, and radical aspects of constructivism, educators and learning platforms can design effective instructional strategies that promote engagement, critical thinking, and deeper understanding.

Incorporating constructivist principles into modern learning environments, such as microlearning platforms like MaxLearn, ensures that learners receive personalized, adaptive, and interactive educational experiences. By fostering active participation, collaboration, and real-world application, constructivist learning empowers individuals to develop lifelong learning skills and achieve academic and professional success.

[spaced-repetition]

Constructivism in Learning

Understanding Constructivism

Constructivism is a powerful learning theory that emphasizes the active role of learners in constructing knowledge rather than passively receiving it. According to this theory, learners build their understanding and knowledge of the world through experiences and reflection on those experiences. Constructivism can be categorized into three main types: cognitive constructivism, social constructivism, and radical constructivism.

Cognitive Constructivism

Cognitive constructivism is based on the principle that learning must align with a learner’s cognitive development. This perspective is strongly influenced by the work of Jean Piaget, who suggested that learners actively construct their understanding by integrating new information with their existing cognitive structures. Piaget believed that knowledge is built progressively as learners interact with their environment and that learning occurs through the processes of assimilation and accommodation.

Assimilation occurs when a learner incorporates new information into existing cognitive frameworks without changing them. Accommodation, on the other hand, involves modifying existing cognitive structures to incorporate new information. This continuous interaction between new experiences and prior knowledge is what drives cognitive development.

For example, when a child learns about animals, they may initially categorize all four-legged creatures as dogs. As they gain new information, they begin to differentiate between different species, adjusting their cognitive framework accordingly. This adaptation is fundamental to cognitive constructivism, highlighting that learning is a dynamic process shaped by a learner’s prior experiences and intellectual development.

Social Constructivism

Social constructivism extends the principles of constructivism by emphasizing the role of social interactions and cultural influences in learning. Lev Vygotsky, a major proponent of social constructivism, argued that knowledge is co-constructed through social interactions rather than developed solely by an individual’s cognitive processes. According to Vygotsky, learning occurs within a social context and is facilitated by meaningful interactions with others.

A key concept in social constructivism is the Zone of Proximal Development (ZPD), which refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual, such as a teacher or peer. This theory suggests that learning is most effective when learners engage in tasks that challenge them just beyond their current level of understanding, with the support of others.

Collaboration plays a crucial role in social constructivist learning environments. Group discussions, peer interactions, and cooperative problem-solving activities help learners build their understanding through shared experiences. The exchange of diverse perspectives allows learners to develop deeper insights, refine their ideas, and enhance critical thinking skills.

Radical Constructivism

Radical constructivism takes a more extreme stance by arguing that knowledge is not discovered but rather invented by individuals. This perspective suggests that reality cannot be fully known in its entirety and that what we perceive as knowledge is merely an individual’s interpretation of experiences. Ernst von Glasersfeld, a key proponent of radical constructivism, asserted that knowledge is subjective and shaped by a person’s unique experiences and mental constructs.

From this viewpoint, learning is a process of meaning-making, where individuals develop their understanding based on their interpretations rather than external realities. This approach challenges traditional notions of objective knowledge and underscores the importance of individual perspectives in the learning process.

Radical constructivism implies that education should focus on encouraging learners to develop their own interpretations and construct personal meaning rather than memorizing predetermined facts. Instructors following this approach act as facilitators who guide learners through the process of inquiry and self-discovery.

Constructivist Learning in Practice

Constructivist learning environments are designed to promote active engagement, collaboration, and meaningful learning experiences. Several instructional strategies align with constructivist principles and help create effective learning experiences:

Interactive Learning Activities

Interactive learning activities are fundamental to constructivist education. These activities involve hands-on experiences, problem-solving tasks, and real-world applications that encourage learners to actively engage with content. Examples of interactive learning strategies include:

Project-Based Learning (PBL): Learners work on projects that require them to research, analyze, and apply knowledge to real-world problems.

Problem-Based Learning: Students are presented with complex problems that require critical thinking, collaboration, and solution development.

Inquiry-Based Learning: Learners explore topics through questioning, investigation, and self-directed discovery.

Experiential Learning: Direct experiences, such as simulations and experiments, help learners connect theoretical concepts to practical applications.

These interactive methods promote deeper understanding by allowing learners to apply knowledge in meaningful contexts, reinforcing the idea that learning is an active and constructive process.

Collaboration and Group Work

Collaboration is a cornerstone of constructivist learning. When learners work together in groups, they have the opportunity to exchange ideas, challenge perspectives, and construct knowledge collectively. Group work enhances communication skills, fosters teamwork, and promotes social learning. Examples of collaborative learning techniques include:

Peer Teaching: Learners take turns explaining concepts to one another, reinforcing their understanding through teaching.

Group Discussions: Open dialogues enable learners to explore different viewpoints and develop critical thinking skills.

Role-Playing Activities: Engaging in role-playing exercises allows learners to immerse themselves in scenarios and develop problem-solving abilities.

Case Studies: Analyzing real-world cases helps learners apply theoretical knowledge to practical situations.

By fostering collaboration, constructivist learning environments encourage learners to develop higher-order thinking skills, improve problem-solving abilities, and gain a broader perspective on complex topics.

Constructivism in Microlearning

Microlearning is an innovative instructional approach that aligns well with constructivist principles. By delivering content in small, focused segments, microlearning enables learners to actively engage with information, apply knowledge in context, and build on prior learning.

MaxLearn incorporates constructivist elements in its algorithms to personalize learning experiences. The platform adapts to each learner’s previous knowledge and skills, ensuring that new content is relevant and meaningful. This adaptive learning approach prevents learners from feeling overwhelmed by unnecessary information and instead focuses on building knowledge progressively.

MaxLearn also promotes collaborative learning by facilitating group interactions and discussions within its microlearning modules. Learners can engage in peer-to-peer knowledge sharing, collaborative exercises, and interactive challenges, fostering a social learning environment. Additionally, the platform customizes learning paths dynamically, ensuring that each learner progresses at their own pace while continuously constructing new knowledge.

The personalized and adaptive nature of MaxLearn’s microlearning approach enhances engagement, comprehension, and retention. By incorporating constructivist principles, MaxLearn ensures that learners develop a deeper understanding of concepts, apply knowledge in meaningful ways, and actively participate in their learning journey.

Conclusion

Constructivism is a transformative learning theory that emphasizes active knowledge construction, collaboration, and meaningful learning experiences. By recognizing the cognitive, social, and radical aspects of constructivism, educators and learning platforms can design effective instructional strategies that promote engagement, critical thinking, and deeper understanding.

Incorporating constructivist principles into modern learning environments, such as microlearning platforms like MaxLearn, ensures that learners receive personalized, adaptive, and interactive educational experiences. By fostering active participation, collaboration, and real-world application, constructivist learning empowers individuals to develop lifelong learning skills and achieve academic and professional success.

[microlearninplatform]

Constructivism in Learning

Understanding Constructivism

Constructivism is a powerful learning theory that emphasizes the active role of learners in constructing knowledge rather than passively receiving it. According to this theory, learners build their understanding and knowledge of the world through experiences and reflection on those experiences. Constructivism can be categorized into three main types: cognitive constructivism, social constructivism, and radical constructivism.

Cognitive Constructivism

Cognitive constructivism is based on the principle that learning must align with a learner’s cognitive development. This perspective is strongly influenced by the work of Jean Piaget, who suggested that learners actively construct their understanding by integrating new information with their existing cognitive structures. Piaget believed that knowledge is built progressively as learners interact with their environment and that learning occurs through the processes of assimilation and accommodation.

Assimilation occurs when a learner incorporates new information into existing cognitive frameworks without changing them. Accommodation, on the other hand, involves modifying existing cognitive structures to incorporate new information. This continuous interaction between new experiences and prior knowledge is what drives cognitive development.

For example, when a child learns about animals, they may initially categorize all four-legged creatures as dogs. As they gain new information, they begin to differentiate between different species, adjusting their cognitive framework accordingly. This adaptation is fundamental to cognitive constructivism, highlighting that learning is a dynamic process shaped by a learner’s prior experiences and intellectual development.

Social Constructivism

Social constructivism extends the principles of constructivism by emphasizing the role of social interactions and cultural influences in learning. Lev Vygotsky, a major proponent of social constructivism, argued that knowledge is co-constructed through social interactions rather than developed solely by an individual’s cognitive processes. According to Vygotsky, learning occurs within a social context and is facilitated by meaningful interactions with others.

A key concept in social constructivism is the Zone of Proximal Development (ZPD), which refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual, such as a teacher or peer. This theory suggests that learning is most effective when learners engage in tasks that challenge them just beyond their current level of understanding, with the support of others.

Collaboration plays a crucial role in social constructivist learning environments. Group discussions, peer interactions, and cooperative problem-solving activities help learners build their understanding through shared experiences. The exchange of diverse perspectives allows learners to develop deeper insights, refine their ideas, and enhance critical thinking skills.

Radical Constructivism

Radical constructivism takes a more extreme stance by arguing that knowledge is not discovered but rather invented by individuals. This perspective suggests that reality cannot be fully known in its entirety and that what we perceive as knowledge is merely an individual’s interpretation of experiences. Ernst von Glasersfeld, a key proponent of radical constructivism, asserted that knowledge is subjective and shaped by a person’s unique experiences and mental constructs.

From this viewpoint, learning is a process of meaning-making, where individuals develop their understanding based on their interpretations rather than external realities. This approach challenges traditional notions of objective knowledge and underscores the importance of individual perspectives in the learning process.

Radical constructivism implies that education should focus on encouraging learners to develop their own interpretations and construct personal meaning rather than memorizing predetermined facts. Instructors following this approach act as facilitators who guide learners through the process of inquiry and self-discovery.

Constructivist Learning in Practice

Constructivist learning environments are designed to promote active engagement, collaboration, and meaningful learning experiences. Several instructional strategies align with constructivist principles and help create effective learning experiences:

Interactive Learning Activities

Interactive learning activities are fundamental to constructivist education. These activities involve hands-on experiences, problem-solving tasks, and real-world applications that encourage learners to actively engage with content. Examples of interactive learning strategies include:

Project-Based Learning (PBL): Learners work on projects that require them to research, analyze, and apply knowledge to real-world problems.

Problem-Based Learning: Students are presented with complex problems that require critical thinking, collaboration, and solution development.

Inquiry-Based Learning: Learners explore topics through questioning, investigation, and self-directed discovery.

Experiential Learning: Direct experiences, such as simulations and experiments, help learners connect theoretical concepts to practical applications.

These interactive methods promote deeper understanding by allowing learners to apply knowledge in meaningful contexts, reinforcing the idea that learning is an active and constructive process.

Collaboration and Group Work

Collaboration is a cornerstone of constructivist learning. When learners work together in groups, they have the opportunity to exchange ideas, challenge perspectives, and construct knowledge collectively. Group work enhances communication skills, fosters teamwork, and promotes social learning. Examples of collaborative learning techniques include:

Peer Teaching: Learners take turns explaining concepts to one another, reinforcing their understanding through teaching.

Group Discussions: Open dialogues enable learners to explore different viewpoints and develop critical thinking skills.

Role-Playing Activities: Engaging in role-playing exercises allows learners to immerse themselves in scenarios and develop problem-solving abilities.

Case Studies: Analyzing real-world cases helps learners apply theoretical knowledge to practical situations.

By fostering collaboration, constructivist learning environments encourage learners to develop higher-order thinking skills, improve problem-solving abilities, and gain a broader perspective on complex topics.

Constructivism in Microlearning

Microlearning is an innovative instructional approach that aligns well with constructivist principles. By delivering content in small, focused segments, microlearning enables learners to actively engage with information, apply knowledge in context, and build on prior learning.

MaxLearn incorporates constructivist elements in its algorithms to personalize learning experiences. The platform adapts to each learner’s previous knowledge and skills, ensuring that new content is relevant and meaningful. This adaptive learning approach prevents learners from feeling overwhelmed by unnecessary information and instead focuses on building knowledge progressively.

MaxLearn also promotes collaborative learning by facilitating group interactions and discussions within its microlearning modules. Learners can engage in peer-to-peer knowledge sharing, collaborative exercises, and interactive challenges, fostering a social learning environment. Additionally, the platform customizes learning paths dynamically, ensuring that each learner progresses at their own pace while continuously constructing new knowledge.

The personalized and adaptive nature of MaxLearn’s microlearning approach enhances engagement, comprehension, and retention. By incorporating constructivist principles, MaxLearn ensures that learners develop a deeper understanding of concepts, apply knowledge in meaningful ways, and actively participate in their learning journey.

Conclusion

Constructivism is a transformative learning theory that emphasizes active knowledge construction, collaboration, and meaningful learning experiences. By recognizing the cognitive, social, and radical aspects of constructivism, educators and learning platforms can design effective instructional strategies that promote engagement, critical thinking, and deeper understanding.

Incorporating constructivist principles into modern learning environments, such as microlearning platforms like MaxLearn, ensures that learners receive personalized, adaptive, and interactive educational experiences. By fostering active participation, collaboration, and real-world application, constructivist learning empowers individuals to develop lifelong learning skills and achieve academic and professional success.

[retrievalpractice]

Constructivism in Learning

Understanding Constructivism

Constructivism is a powerful learning theory that emphasizes the active role of learners in constructing knowledge rather than passively receiving it. According to this theory, learners build their understanding and knowledge of the world through experiences and reflection on those experiences. Constructivism can be categorized into three main types: cognitive constructivism, social constructivism, and radical constructivism.

Cognitive Constructivism

Cognitive constructivism is based on the principle that learning must align with a learner’s cognitive development. This perspective is strongly influenced by the work of Jean Piaget, who suggested that learners actively construct their understanding by integrating new information with their existing cognitive structures. Piaget believed that knowledge is built progressively as learners interact with their environment and that learning occurs through the processes of assimilation and accommodation.

Assimilation occurs when a learner incorporates new information into existing cognitive frameworks without changing them. Accommodation, on the other hand, involves modifying existing cognitive structures to incorporate new information. This continuous interaction between new experiences and prior knowledge is what drives cognitive development.

For example, when a child learns about animals, they may initially categorize all four-legged creatures as dogs. As they gain new information, they begin to differentiate between different species, adjusting their cognitive framework accordingly. This adaptation is fundamental to cognitive constructivism, highlighting that learning is a dynamic process shaped by a learner’s prior experiences and intellectual development.

Social Constructivism

Social constructivism extends the principles of constructivism by emphasizing the role of social interactions and cultural influences in learning. Lev Vygotsky, a major proponent of social constructivism, argued that knowledge is co-constructed through social interactions rather than developed solely by an individual’s cognitive processes. According to Vygotsky, learning occurs within a social context and is facilitated by meaningful interactions with others.

A key concept in social constructivism is the Zone of Proximal Development (ZPD), which refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual, such as a teacher or peer. This theory suggests that learning is most effective when learners engage in tasks that challenge them just beyond their current level of understanding, with the support of others.

Collaboration plays a crucial role in social constructivist learning environments. Group discussions, peer interactions, and cooperative problem-solving activities help learners build their understanding through shared experiences. The exchange of diverse perspectives allows learners to develop deeper insights, refine their ideas, and enhance critical thinking skills.

Radical Constructivism

Radical constructivism takes a more extreme stance by arguing that knowledge is not discovered but rather invented by individuals. This perspective suggests that reality cannot be fully known in its entirety and that what we perceive as knowledge is merely an individual’s interpretation of experiences. Ernst von Glasersfeld, a key proponent of radical constructivism, asserted that knowledge is subjective and shaped by a person’s unique experiences and mental constructs.

From this viewpoint, learning is a process of meaning-making, where individuals develop their understanding based on their interpretations rather than external realities. This approach challenges traditional notions of objective knowledge and underscores the importance of individual perspectives in the learning process.

Radical constructivism implies that education should focus on encouraging learners to develop their own interpretations and construct personal meaning rather than memorizing predetermined facts. Instructors following this approach act as facilitators who guide learners through the process of inquiry and self-discovery.

Constructivist Learning in Practice

Constructivist learning environments are designed to promote active engagement, collaboration, and meaningful learning experiences. Several instructional strategies align with constructivist principles and help create effective learning experiences:

Interactive Learning Activities

Interactive learning activities are fundamental to constructivist education. These activities involve hands-on experiences, problem-solving tasks, and real-world applications that encourage learners to actively engage with content. Examples of interactive learning strategies include:

Project-Based Learning (PBL): Learners work on projects that require them to research, analyze, and apply knowledge to real-world problems.

Problem-Based Learning: Students are presented with complex problems that require critical thinking, collaboration, and solution development.

Inquiry-Based Learning: Learners explore topics through questioning, investigation, and self-directed discovery.

Experiential Learning: Direct experiences, such as simulations and experiments, help learners connect theoretical concepts to practical applications.

These interactive methods promote deeper understanding by allowing learners to apply knowledge in meaningful contexts, reinforcing the idea that learning is an active and constructive process.

Collaboration and Group Work

Collaboration is a cornerstone of constructivist learning. When learners work together in groups, they have the opportunity to exchange ideas, challenge perspectives, and construct knowledge collectively. Group work enhances communication skills, fosters teamwork, and promotes social learning. Examples of collaborative learning techniques include:

Peer Teaching: Learners take turns explaining concepts to one another, reinforcing their understanding through teaching.

Group Discussions: Open dialogues enable learners to explore different viewpoints and develop critical thinking skills.

Role-Playing Activities: Engaging in role-playing exercises allows learners to immerse themselves in scenarios and develop problem-solving abilities.

Case Studies: Analyzing real-world cases helps learners apply theoretical knowledge to practical situations.

By fostering collaboration, constructivist learning environments encourage learners to develop higher-order thinking skills, improve problem-solving abilities, and gain a broader perspective on complex topics.

Constructivism in Microlearning

Microlearning is an innovative instructional approach that aligns well with constructivist principles. By delivering content in small, focused segments, microlearning enables learners to actively engage with information, apply knowledge in context, and build on prior learning.

MaxLearn incorporates constructivist elements in its algorithms to personalize learning experiences. The platform adapts to each learner’s previous knowledge and skills, ensuring that new content is relevant and meaningful. This adaptive learning approach prevents learners from feeling overwhelmed by unnecessary information and instead focuses on building knowledge progressively.

MaxLearn also promotes collaborative learning by facilitating group interactions and discussions within its microlearning modules. Learners can engage in peer-to-peer knowledge sharing, collaborative exercises, and interactive challenges, fostering a social learning environment. Additionally, the platform customizes learning paths dynamically, ensuring that each learner progresses at their own pace while continuously constructing new knowledge.

The personalized and adaptive nature of MaxLearn’s microlearning approach enhances engagement, comprehension, and retention. By incorporating constructivist principles, MaxLearn ensures that learners develop a deeper understanding of concepts, apply knowledge in meaningful ways, and actively participate in their learning journey.

Conclusion

Constructivism is a transformative learning theory that emphasizes active knowledge construction, collaboration, and meaningful learning experiences. By recognizing the cognitive, social, and radical aspects of constructivism, educators and learning platforms can design effective instructional strategies that promote engagement, critical thinking, and deeper understanding.

Incorporating constructivist principles into modern learning environments, such as microlearning platforms like MaxLearn, ensures that learners receive personalized, adaptive, and interactive educational experiences. By fostering active participation, collaboration, and real-world application, constructivist learning empowers individuals to develop lifelong learning skills and achieve academic and professional success.

[spacedrepetition]

Constructivism in Learning

Understanding Constructivism

Constructivism is a powerful learning theory that emphasizes the active role of learners in constructing knowledge rather than passively receiving it. According to this theory, learners build their understanding and knowledge of the world through experiences and reflection on those experiences. Constructivism can be categorized into three main types: cognitive constructivism, social constructivism, and radical constructivism.

Cognitive Constructivism

Cognitive constructivism is based on the principle that learning must align with a learner’s cognitive development. This perspective is strongly influenced by the work of Jean Piaget, who suggested that learners actively construct their understanding by integrating new information with their existing cognitive structures. Piaget believed that knowledge is built progressively as learners interact with their environment and that learning occurs through the processes of assimilation and accommodation.

Assimilation occurs when a learner incorporates new information into existing cognitive frameworks without changing them. Accommodation, on the other hand, involves modifying existing cognitive structures to incorporate new information. This continuous interaction between new experiences and prior knowledge is what drives cognitive development.

For example, when a child learns about animals, they may initially categorize all four-legged creatures as dogs. As they gain new information, they begin to differentiate between different species, adjusting their cognitive framework accordingly. This adaptation is fundamental to cognitive constructivism, highlighting that learning is a dynamic process shaped by a learner’s prior experiences and intellectual development.

Social Constructivism

Social constructivism extends the principles of constructivism by emphasizing the role of social interactions and cultural influences in learning. Lev Vygotsky, a major proponent of social constructivism, argued that knowledge is co-constructed through social interactions rather than developed solely by an individual’s cognitive processes. According to Vygotsky, learning occurs within a social context and is facilitated by meaningful interactions with others.

A key concept in social constructivism is the Zone of Proximal Development (ZPD), which refers to the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable individual, such as a teacher or peer. This theory suggests that learning is most effective when learners engage in tasks that challenge them just beyond their current level of understanding, with the support of others.

Collaboration plays a crucial role in social constructivist learning environments. Group discussions, peer interactions, and cooperative problem-solving activities help learners build their understanding through shared experiences. The exchange of diverse perspectives allows learners to develop deeper insights, refine their ideas, and enhance critical thinking skills.

Radical Constructivism

Radical constructivism takes a more extreme stance by arguing that knowledge is not discovered but rather invented by individuals. This perspective suggests that reality cannot be fully known in its entirety and that what we perceive as knowledge is merely an individual’s interpretation of experiences. Ernst von Glasersfeld, a key proponent of radical constructivism, asserted that knowledge is subjective and shaped by a person’s unique experiences and mental constructs.

From this viewpoint, learning is a process of meaning-making, where individuals develop their understanding based on their interpretations rather than external realities. This approach challenges traditional notions of objective knowledge and underscores the importance of individual perspectives in the learning process.

Radical constructivism implies that education should focus on encouraging learners to develop their own interpretations and construct personal meaning rather than memorizing predetermined facts. Instructors following this approach act as facilitators who guide learners through the process of inquiry and self-discovery.

Constructivist Learning in Practice

Constructivist learning environments are designed to promote active engagement, collaboration, and meaningful learning experiences. Several instructional strategies align with constructivist principles and help create effective learning experiences:

Interactive Learning Activities

Interactive learning activities are fundamental to constructivist education. These activities involve hands-on experiences, problem-solving tasks, and real-world applications that encourage learners to actively engage with content. Examples of interactive learning strategies include:

Project-Based Learning (PBL): Learners work on projects that require them to research, analyze, and apply knowledge to real-world problems.

Problem-Based Learning: Students are presented with complex problems that require critical thinking, collaboration, and solution development.

Inquiry-Based Learning: Learners explore topics through questioning, investigation, and self-directed discovery.

Experiential Learning: Direct experiences, such as simulations and experiments, help learners connect theoretical concepts to practical applications.

These interactive methods promote deeper understanding by allowing learners to apply knowledge in meaningful contexts, reinforcing the idea that learning is an active and constructive process.

Collaboration and Group Work

Collaboration is a cornerstone of constructivist learning. When learners work together in groups, they have the opportunity to exchange ideas, challenge perspectives, and construct knowledge collectively. Group work enhances communication skills, fosters teamwork, and promotes social learning. Examples of collaborative learning techniques include:

Peer Teaching: Learners take turns explaining concepts to one another, reinforcing their understanding through teaching.

Group Discussions: Open dialogues enable learners to explore different viewpoints and develop critical thinking skills.

Role-Playing Activities: Engaging in role-playing exercises allows learners to immerse themselves in scenarios and develop problem-solving abilities.

Case Studies: Analyzing real-world cases helps learners apply theoretical knowledge to practical situations.

By fostering collaboration, constructivist learning environments encourage learners to develop higher-order thinking skills, improve problem-solving abilities, and gain a broader perspective on complex topics.

Constructivism in Microlearning

Microlearning is an innovative instructional approach that aligns well with constructivist principles. By delivering content in small, focused segments, microlearning enables learners to actively engage with information, apply knowledge in context, and build on prior learning.

MaxLearn incorporates constructivist elements in its algorithms to personalize learning experiences. The platform adapts to each learner’s previous knowledge and skills, ensuring that new content is relevant and meaningful. This adaptive learning approach prevents learners from feeling overwhelmed by unnecessary information and instead focuses on building knowledge progressively.

MaxLearn also promotes collaborative learning by facilitating group interactions and discussions within its microlearning modules. Learners can engage in peer-to-peer knowledge sharing, collaborative exercises, and interactive challenges, fostering a social learning environment. Additionally, the platform customizes learning paths dynamically, ensuring that each learner progresses at their own pace while continuously constructing new knowledge.

The personalized and adaptive nature of MaxLearn’s microlearning approach enhances engagement, comprehension, and retention. By incorporating constructivist principles, MaxLearn ensures that learners develop a deeper understanding of concepts, apply knowledge in meaningful ways, and actively participate in their learning journey.

Conclusion

Constructivism is a transformative learning theory that emphasizes active knowledge construction, collaboration, and meaningful learning experiences. By recognizing the cognitive, social, and radical aspects of constructivism, educators and learning platforms can design effective instructional strategies that promote engagement, critical thinking, and deeper understanding.

Incorporating constructivist principles into modern learning environments, such as microlearning platforms like MaxLearn, ensures that learners receive personalized, adaptive, and interactive educational experiences. By fostering active participation, collaboration, and real-world application, constructivist learning empowers individuals to develop lifelong learning skills and achieve academic and professional success.

[reference-titles]

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Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis DOI: https://doi.org/10.1111/cdev.13730

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The paper in question:

Skene, K., O’Farrelly, C. M., Byrne, E. M., Kirby, N., Stevens, E. C., & Ramchandani, P. G. (2022). Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta‐analysis. Child Development, 93(4). https://doi.org/10.1111/cdev.13730

[nursingwriter]

¶ … Learning Theories: Implications for the Nurse Educator There are two specific learning theories that have to be addressed here. These are social cognitive and constructivist. By discussing both of these through the lens of the nurse educator, one is better able to understand how these theories work within that context and how they can affect not only what the nurse educator chooses to teach but what and how those who need nursing education actually learn. Social cognitive theory is focused on the observation of others (Bandura, 1985; Berg & Miller, 1992). In other words, it is believed that human beings cannot learn everything from their own experiences, and that part of helping the human race to continue is learning how to adapt from seeing what others are doing (Pajares, et al., 2009). While that might seem to be common sense, it is a very important theory of learning that has been widely studied over the years. It is only one way a person learns, of course, as there are many different types of options when someone is being taught. Another choice for learning is constructivist theory, which is essentially the opposite of social cognitive theory. Those who believe in constructivist theory think that it is important for people to learn how to do things by actually performing the tasks they are trying to learn (Clark, Nguyen, & Sweller, 2006). This can take some trial and error, of course, but that does not mean that it is not effective or that it does not help people learn. Many human beings are "hands on" learners who are clearly focused on doing things their own way (Atkinson, et al., 2000; Clark). When they do that, they learn much more and are able to address issues they might not have understood if they merely watched someone else perform the tasks instead. A combination of the two different theories can be most effective in teaching the vast majority of people, and the nurse educator can use that to his or her advantage. The Connection Between Theory and Practice There is a strong connection between theory and practice. People who are focused on only one way to learn and do something may not be having much success, but that does not mean they lack the ability to learn. Instead, it means that they are not learning in the correct way (Bandura, 1985). Because their approach to the situation is wrong, they are missing out on important information they would have otherwise been able to obtain. For nurse educators, this can be frustrating. Teaching nurses how to handle specific issues and preparing them for various types of practices is an important job, and one that can be stressful and difficult for any educator who does not clearly understand the differences between people who learn best based on a particular theory. For example, when one nurse learns best by watching and then imitating behavior and another nurse learns best by being instructed as he or she performs the steps to a procedure, it is not realistic to ask both of those nurses to conform to only one way of being taught information. When a nurse educator is open to acknowledging different kinds of theories, that nurse educator makes a large difference in how well nurses learn what they need to know in order to be successful. Of course, theory and practice are not necessarily the same thing. A theory like social cognitive or constructivist may make perfect sense on paper, but using it in the real world can have its own perils (Bandura, 1985; Clark, Nguyen, & Sweller, 2006). Many people are a mix of the two theories when it come to how they learn, and that can lead to difficulties in teaching them (Berg & Miller, 1992). A nurse educator who starts out teaching a nurse in one particular way may not be able to just move to a different way and have it be successful if the first option is not a good choice. A hybrid between theory and practice may be required in order to have a successful outcome. Implications in Planning Educational Programs For educational programs, there are implications surrounding social cognitive and constructivist theories that have to be addressed. The biggest issue is that educational programs encompass a number of people, and they do not all learn the same way. This is true in nursing education and also true of other types of teaching where procedures have to be taught and performed in order to obtain a passing grade or be acceptable. With that in mind, social cognitive theory can be used for a large part of the educational program because it is what the majority of learners have come to expect (Pajares, et al., 2009). In other words, these learners know that they are taught by an instructor at the head of the room, who teaches them through telling them information and expecting them to remember it. That instructor may also demonstrate how to do something, and students are expected to mimic the instructor in such a way as to perform the procedure correctly (Pajares, et al., 2009). For nurse educators, though, there is more at stake than just rote memorization by nurses who are attempting to learn something new. In the case of a nurse educator, it is necessary for the nurse to be able to focus on how to perform procedures properly every time, without waiting for instruction or being required to look at notes. As that is the case, nurse educators have to teach in a constructivist way to some extent by making students in their care perform tasks on their own until they get those tasks correct (Clark, Nguyen, & Sweller, 2006). This is not always easy to do, but there are many opportunities to practice where there is no risk to a living patient. It is these types of practice sessions that will become highly valuable for the nurse when he or she is in practice and must perform a procedure without instruction or supervision. Just watching someone do something and trying to mimic it is not the same as doing something oneself for practice (Atkinson, et al., 2000). The Variance in Potential Educational Learning Outcomes With the two different types of teaching and learning that come about from these theories, there is going to be a difference in the potential outcomes for educational learning. In other words, not every nurse student is going to do as well as expected because of the way he or she is being taught, and other students may actually do better than expected because they are taught in a way they can more clearly understand and comprehend the material (Berg & Miller, 1992; Atkinson, et al., 2000). That is important to consider, because there are many factors that affect how well a student performs when being taught something. Good nurse educators will be able to spot when this is a problem and take care of it in such a way that the student is able to continue learning without interruption. For each and every nurse educator there are many students who will be in need of instruction. As these students move through their learning experience, they will have the opportunity to adjust to different ways of doing things and will be able to work on adjusting how they learn. Still, nurses who learn better based on one theory or the other will likely always do so. This must be addressed so that all nurses who are being taught have the opportunity to continue to learn and grow no matter which way they learn best. By incorporating both kinds of theories into the way a person is educated, there is a very real opportunity to find what works best and use it to offer success to as many people as possible (Clark, Nguyen, & Sweller, 2006). There will still be people who struggle with the material, and there will also be those who have difficulties with whether they can learn all they need to know or not, but that is seen no matter what the profession. The variance in learning outcomes should come from the variance in how individual people learn, not in how they are taught and whether they are struggling to learn something a particular way. Conclusion Overall, the main issue the nurse educator must face is how to impart the right information to the nurses he or she is teaching in the best way possible. Because people learn differently, there are several theories that can be used to teach what needs to be known. The most common of those are the social cognitive theory and the constructivist theory. By using only one of these, though, the nurse educator is limiting himself or herself and also limiting how well a group of student nurses will learn. That is important to consider, as nurse educators should be open to working with all different types of students who have different learning styles. A mix of both types of theories will generally work better when trying to teach a group of students, because of the way the group is made up of people with different learning and retention styles (Berg & Miller, 1992; Atkinson, et al., 2000). A person must want to learn, but the way he or she is taught can deeply affect the value of the information he or she takes in over time. For nurses, that can be particular important because of their need to perform procedures correctly for their patients. Both social cognitive and constructivist theories are excellent choices when it comes to people learning how to do new things. That is because everyone learns differently, but most people either learn by being told something and replicating it or they learn by trying it for themselves. There are few other ways to learn, so these are the most common considerations. Some people do learn well from a combination of theories, though, so nurse educators often incorporate both of the theories into the way they teach their students. That allows for the best outcome for the maximum number of students, but is no guarantee that there will not be students who still struggle with understanding the material correctly. There are limited options for those who still struggle to learn, based on current educational theories. References Bandura, A. (1985). Social foundations of thought and action. NJ: Prentice-Hall. Berg, I.K. & Miller, S.D. (1992). Working with the problem drinker: A Solution-focused approach. NY: Norton. Pajares, F., Prestin, A., Chen, J., Nabi, LR. (2009). Social cognitive theory and media effects. In Nabi, Robin L.; Oliver, Mary Beth, The SAGE Handbook of Media Processes and Effects. LA: Sage.  https://www.paperdue.com/customer/paper/learning-theories-implications-for-the-181349#:~:text=Logout-,LearningTheoriesImplicationsfortheNurseEducator,-Length5pages Atkinson R.K., Derry S.J., Renkl A., & Wortham D.W. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70: 181 -- 214. Clark, R.C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. SF: Pfeiffer. Read the full article