Online teaching and learning has become more prevalent as an opportunity for adult learners to earn their education while attempting to balance the demands of work and family life. A key component of adult learning theory centers around the concept of constructivist learning. According to Ruey (2009): "In the constructivist learning environment, students are encouraged to actively engage in learning; to discuss, argue, negotiate ideas, and to collaboratively solve problems: teachers design and provide the learning context and facilitate learning activities. Because of their rich life and employment experience, the social, situated nature of learning through practice appears particularly authentic and appropriate for adult learners." (p.707).
Web 2.0 tools and technologies provide faculty members with a wide variety of techniques that can be incorporated into a traditional online class or blended learning course in order to create a constructivist learning environment. As our society continues to become more digital with every passing day and permeates nearly every aspect of our daily lives, the utilization of Web 2.0 technologies as instructional tools has never been more appropriate. Weyant and Gardner (2011) state; "As the Internet matured an entire generation has emerged in the shadow of this digital world. This generation, today's traditional college students, was born digital and perceives, interacts, and learns differently than the analog generations." (p. 139). Faculty need to be cognizant of the fact that adult learners vary in their ease, comfort level, and knowledge of the various Web 2.0 technologies. I would recommend that as faculty incorporate the use of new technologies in their classes that they be flexible, understanding, and create learning spaces that encourage collaboration.
Social media and networking strategies that make use of Web 2.0 technologies and tools can allow faculty to create the learning environments that are more likely to stimulate collaboration, problem-solving, learner engagement, constructivism, creativity, and social presence. Many of these themes, such as creativity and problem-solving involve higher order thinking skills and are either at the top or near the top of Bloom's Revised Taxonomy.
Faculty can implement Web 2.0 technologies and social networking through the use of Wikis, Blogs, Podcasts, and social networking sites such as Linked In, Twitter, and even Pinterest. I have provided several examples throughout this blog of how faculty can incorporate some of these strategies in their classes. Instructions, guidance, recommendations, and the pros and cons of several of these options have been provided.
Feel free to investigate!
Resources:
Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Learning, 41, 5, 706-720.
Weyant, L.E. & Gardner, C. (2011). Wikis and Podcasts: An application in undergraduate management education. Academy of Educational Leadership Journal, 15, 3, 131-142.
Social Networking in Higher Education
Social Media Use in Higher Education: Key Areas to Consider for Educators
Teaching, Learning, & Sharing: How Today's Higher Education Faculty Use Social Media
Social Media in the Classroom - Pinterest
Bloom's Revised Taxonomy
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