Constructivism and computer‐mediated communication in distance education
Abstract
The fields of learning theory and instructional design are in the midst of a scientific revolution in which their objectivist philosophical foundations are being replaced by a constructivist epistemology. This article describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A vast array of research shows that learning is a social exercise; interaction and collaboration are at the heart of the learning process.
“A vast array of research shows that learning is a social exercise; interaction and collaboration are at the heart of the learning process (see for example Jonassen, Davidson, Collins, Campbell, & Haag, 1995).”
From Systematic review of research on artificial intelligence applications in higher education – where are the educators? (2019) · cites this paper as Jonassen, Davidson, Collins, Campbell, & Haag, 1995
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · see citing works
Partners in Cognition: Extending Human Intelligence with Intelligent Technologies
SALOMON, G., PERKINS, D. N., & GLOBERSON, T. (1991) · Educational Researcher · doi:10.3102/0013189x020003002 · Cited by 948 · cited 1× · see citing works
“Using computers as cognitive tools represents learning with technology by entering into an intellectual partnership with the computer (Salomon, Perkins, and Globerson 1991).”
Method
Flagged first, then by citations
Cited by
Sorted by citations
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0171-0 · Cited by 7,242 · see citing works
Swan, K. (2001) · Distance Education · doi:10.1080/0158791010220208 · Cited by 1,016 · see citing works
Product fit uncertainty in online markets: nature, effects, and antecedents
Hong, Y. (., & Pavlou, P. A. (2014) · Information Systems Research · doi:10.1287/isre.2014.0520 · Cited by 453 · see citing works
Identifying significant indicators using LMS data to predict course achievement in online learning
You, J. W. (2016) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.11.003 · Cited by 388 · see citing works
Interaction and cognitive engagement: An analysis of four asynchronous online discussions
Zhu, E. (2006) · Instructional Science · doi:10.1007/s11251-006-0004-0 · Cited by 363 · see citing works
“For instance, studies revealed that interaction and group work could impact varied student learning outcomes (Berge & Collins, 1995; Jonassen et al., 1995).”
BackgroundA systematic review of AI role in the educational system based on a proposed conceptual framework
Xu, W., & Ouyang, F. (2022) · Education and Information Technologies · doi:10.1007/s10639-021-10774-y · Cited by 230 · see citing works
Renz, A., & Hilbig, R. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-020-00193-3 · Cited by 218 · see citing works
Asunka, S. (2008) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v9i3.586 · Cited by 100 · see citing works
Adapting to the Future: ChatGPT as a Means for Supporting Constructivist Learning Environments
Kim, M., & Adlof, L. (2024) · TechTrends · doi:10.1007/s11528-023-00899-x · Cited by 97 · see citing works
Effects of self-regulation scaffolding on online participation and learning outcomes
Song, D., & Kim, D. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2020.1767525 · Cited by 95 · see citing works
Kazu, İ. Y., & Kuvvetli, M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11756-y · Cited by 83 · see citing works
Exploring learners’ experiences and perceptions of ChatGPT as a learning tool in higher education
Monib, W. K., Qazi, A., & Mahmud, M. M. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13065-4 · Cited by 80 · see citing works
Chen, X., Jia, B., Peng, X., Zhao, H., Yao, J., Wang, Z., & Zhu, S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13471-2 · Cited by 14 · see citing works
Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy
Research Unit Self-Directed Learning, F. O. E., Golightly, A., Sebatana, M. J., & School of Mathematics, S. A. T. E. (2023) · NWU Self-Directed Learning Series · doi:10.4102/aosis.2023.bk409.01 · Cited by 1 · see citing works
- Authors
- Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B.
- Affiliations
- Pennsylvania State University (US)
- ORCID
- Campbell, John
- Venue
- American Journal of Distance Education
- Publisher
- Informa UK Limited
- Published
- 1995-01
- Volume
- 9
- Issue
- 2
- Pages
- 7-26
- ISSN
- 0892-3647 (ISSN-L)
- 1538-9286
- OpenAlex
- W2056203448
- Cited by
- 1,117
- References
- 3
- Citations by year
- 2026: 17 · 2025: 22 · 2024: 21 · 2023: 44 · 2022: 41 · 2021: 32 · 2020: 44 · 2019: 24 · 2018: 34 · 2017: 38 · 2016: 45 · 2015: 39 · 2014: 61 · 2013: 52 · 2012: 44
- FWCI
- 56.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Distance Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Educational Leadership and Administration
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- constructivism, computer-mediated communication, distance education, constructivist epistemology, objectivism, instructional design, learning theory, instructional systems, constructivist learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
