The construction and validation of a new scale for measuring features of constructivist learning environments in higher education
Main Article Content
Abstract
This study was aimed at mapping features of constructivist activities in higher education settings, constructing and validating a new scale for measuring their presence in lecture face-to-face based environments (LBE), seminars (SM), and distance learning environments (DLE). A mix-method approach was implemented in three phases. The first phase was aimed at qualitatively analysing classroom observational activities as experienced by students, in order to learn about actual instantiations of the theoretical constructivist features. The results foregrounded eight categories: 'knowledge construction', 'authenticity', 'multiple perspectives', 'prior knowledge', 'in-depth learning', 'teacher- student interaction', 'social interaction' and 'cooperative dialogue'. The second phase was aimed at developing a questionnaire, based on the descriptions gathered in Phase 1. The third quantitative phase was used to validate the developed questionnaire (Constructivist Learning in Higher Education Settings scale [CLHES]) by using structural equation modelling. In addition, students' academic self-efficacy had been chosen as a criterion variable in order to further assess construct validity of the CLHES. Lastly, a multivariate analysis of covariance was applied to allow the characterisation of differences between the learning settings in regard to the CLHES eight factors and academic self-efficacy. The scales were submitted to 597 undergraduate third-year college students. According to the main results: construct validity of the new scale has been confirmed; teacher-student and student-student interactions were positively connected to self-efficacy for learning; and SM were perceived as generally more constructivist when compared with the other learning environments. Implications of these findings and directions for future research are discussed.
Article Details
How to Cite
Alt, D. (2014). The construction and validation of a new scale for measuring features of constructivist learning environments in higher education. Frontline Learning Research, 2(3), 1–27. https://doi.org/10.14786/flr.v2i2.68
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References
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Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi: 10.1146/annurev.psych.53.100901.135153
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
Erstad, O. (2011). Weaving the context of digital literacy. In S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö (Eds.), Learning across sites: New tools, infrastructures and practices (pp. 295-310). London: Routledge.
Evans, C. (2014). Exploring the use of a deep approach to learning with students in the process of learning to teach. In D. Gijbels, V. Donche, J. T. E. Richardson, & J. D. Vermunt (Eds.), Learning patterns in higher education: Dimensions and research perspectives (pp. 187 – 213). London and New York: Routledge and EARLI.
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Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta- analysis of the literature 1991–2000. Journal of College Student Development, 44, 745–762. doi:10.1353/csd.2003.0066
Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning. Instructional Science, 36, 431–443. doi:10.1007/s11251-008-9064-7
Gijbels, D., van de Watering, G., Dochy, F., & van den Bossche, P. (2006). New learning environments and constructivism: The students' perspective. Instructional Science, 34(3), 213-226. doi:10.1007/s11251-005-3347-z
Hakkarainen, K., Lipponen, L., & Järvelä, S. (2002). Epistemology of inquiry and computer supported collaborative learning. In T. Koschmann, N. Miyake & R. Hall (Eds.), CSCL2: Carrying forward the conversation (pp. 129–156). Mahwah, NJ: Erlbaum.
Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: ASDC.
Järvelä, S., Hurme, T.-R., & Järvenoja, H. (2011). Self- regulation and motivation in computer- supported collaborative learning environments. In S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö (Eds.), Learning across sites: New tools, infrastructures and practices (pp. 330-345). London: Routledge.
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Kyndt, E., Dochy, F., & Cascallar, E. (2014). Students' approaches to learning in higher education: The interplay between context and student. In D. Gijbels, V. Donche, J. T. E. Richardson, & J. D. Vermunt (Eds.), Learning patterns in higher education: Dimensions and research perspectives (pp. 249 – 272). London and New York: Routledge and EARLI.
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Lea, S., Stephenson, D., & Troy, J. (2003). Higher education students' attitudes to student-centred learning: beyond 'educational bulimia'. Studies in Higher Education, 28, 321-333. doi:10.1080/03075070309293
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327. Retrieved from http://prof.usb.ve/jjramirez/PREGRADO/CCP114/CCP114%20Motivacion%20Linnenbrink%20y%20Pintrich.pdf
Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36, 445–462. doi:10.1007/s11251-008-9065-6
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