For this blog post, I chose the prompt that resonated the most with me. As I continue my journey in this course, I’ve been reflecting on learning theories and how they shape the way we engage with knowledge. Constructivism, in particular, stands out as a powerful framework for understanding education in digital spaces.

Constructivism in Online Learning: Creating Knowledge, Not Just Consuming It

The first time I took an online course, I felt disconnected. Without a classroom or in-person discussions, I wasn’t sure how to engage. I submitted assignments, watched lectures, and participated in forums, but something was missing. Then, as I interacted more – reading classmates’ responses, questioning ideas, and applying theories – I realized I wasn’t just absorbing information. I was constructing my own understanding.

This realization aligns with constructivism, a learning theory that sees knowledge as something we build rather than passively receive. Through discussion, reflection, and hands-on application, constructivist learning turns education into an interactive, student-driven process.

Applying Constructivism in Online Learning

So how does constructivism translate into digital learning? From my experience as both a student and a classroom volunteer, three key elements stand out:

1. Interaction and collaboration

One of the biggest concerns about online education is isolation. In my first blog post, I reflected on how face-to-face learning fosters community. However, I’ve since come to appreciate how digital spaces create connection in different but equally meaningful ways.

The Community of Inquiry (CoI) framework (Garrison et al., 2000; Kreijns et al., 2014) highlights three essential components of successful online learning:

• Cognitive presence – engaging critically with ideas.
• Social presence – feeling connected to peers.
• Teaching presence – instructors guiding learning.

When courses integrate discussion boards, peer collaboration, and interactive activities, students engage dynamically, reinforcing the idea that knowledge is something we co-create rather than just receive.

2. Reflection and Low-Stakes Assessments

Blended and online learning work best when they encourage ongoing reflection rather than relying solely on high-stakes exams. Constructivist learning thrives when students:

• Reflect regularly through blog, discussions, or journals.
• Apply knowledge in real-world ways, such as case studies or projects.

Even writing this blog post is an example of constructivist learning – rather than just summarizing theories, I’m connecting them to my experiences and generating new insights.

3. Students as Knowledge Creators

One of the most powerful aspects of constructivism is that students are not just passive recipients of knowledge – they actively create it.

In my volunteer work in a Grade 2 classroom, I’ve seen how digital tools – such as interactive literacy resources and instructional videos – allow students to engage with content at their own pace and take ownership of their learning. This mirrors Online Collaborative Learning (OCL), which encourages students to generate and share knowledge rather than simply absorb information (Bates, 2014: Teaching in a Digital Age: Learning Theories and Online Learning).

In online university courses, this constructivist approach might look like:

• Student-led discussions, where learners pose their own questions.
• Collaborative projects, where students build on each other’s ideas.
• Creative assignments, where learners apply theories to real-world contexts.

This shift – from passive learning to active knowledge creation – is what makes constructivism so effective in digital and distributed education.

How Constructivism will Shape my Teaching

As a future elementary school teacher, I plan to:

• Foster interactive, discussion-driven learning spaces.
• Encourage students to apply knowledge to real-world contexts.
• Use digital tools to support student-directed learning.
• Prioritize engagement, reflection, and meaningful assessments.

In particular, I also now recognize the importance of instructor presence as discussed by Barnes (2020). A well-designed online or hybrid course isn’t just about content delivery – it’s about the teacher engaging students, fostering discussion, and providing meaningful feedback. Without teaching presence, even the best-structured online courses can feel disconnected.

Rethinking “Place” in Online Learning

In my first blog post, I explored how distributed education challenges our ideas of place in learning. “Place Is Differently, Not Less, Important Online” reinforces this, arguing that online learning environments are not lesser versions of traditional classrooms – they are simply different. (Bayne et al., 2020)

Students today learn from anywhere – cafés, dorm rooms, libraries, workplaces. Learning isn’t about being in a physical classroom; it is about connection, interaction, and engagement.

Final thoughts

Looking back – from struggling with online learning to embracing digital and hybrid education – I see how constructivism has shaped my experience. When courses foster collaboration, reflection, and student-driven learning, online education becomes more interactive, engaging, and meaningful.

As both a student and a future educator, I know constructivism will guide the way I teach and learn – because education isn’t about location, but about engagement, reflection, and growth.

Infographics and Resources:

Blog: Reaffirming the core of hybrid learning: pedagogy before technology. https://www.cypherlearning.com/blog/k-20/pedagogy-first-technology-second-the-key-to-successful-hybrid-classes