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Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study of Students and their Learning Experiences in a Collaborative Learning Space

Njai, Samuel
http://orcid.org/0000-0002-5154-1603
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585

Abstract Details

2021, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
The current context of learning spaces is guided by several factors but most importantly, from student opinions and perspectives. This study explores and addresses constructivist pedagogical practices and students learning experiences in higher education. Precisely, the dissertation attempts to find out and to understand the importance and the roles of collaborative learning spaces and the challenges students face in those learning spaces. First, the study uses relevant theoretical frameworks of constructivism (constructivist theory of learning) and distributed cognition (collective intelligence) to highlight the importance of understanding the big picture of focusing on students developing their own knowledge and understanding of the world in an environment that encourages engagement and collaborative learning. To further understand the concept of these constructivist practices, this study directed its investigation to the analysis and the interpretation of documentation that relates directly to the study both physical and online. The documentation inquiry includes the mission statements of the space, flyers, posters, training materials and official websites affiliated to the collaborative learning space. The next inquiry was through an online open-ended questionnaire that was directed to learners in the collaborative learning space. Here, the study was interested in understanding learners' experiences in the space from their point-of-view. This was done by first, probing on the physical structure and the design of the learning space, safety, comfort and impact the space has to their learning and engagement in search for knowledge and skills. Secondly, the examination was on various ways in which students learn, interact, and actively collaborate and the challenges involved in the space. Seven themes emerged after an inductive data analysis from the documentation and online qualitative survey: Collaborative learning, flexible learning environments, learner centered, active learning techniques, the 21st century skills, tools and resources, and diversity and inclusion. Recommendations in this study comprised the need to conduct interviews and observation in future to address the limitations in the study. Recommendations for future research to address ways in which learning spaces can be supported in terms of funding. Lastly, recommendation on inclusion and accessibility to students with disabilities.
Greg Kessler (Advisor)
Jesse Strycker (Committee Member)
212 p.
Adult Education; Education; Educational Technology; Instructional Design
Learning theory; collaborative learning; flexible learning environments; learner-centered approach; 21st century skills; active learning technique; learning resources; diversity and inclusion.

Recommended Citations

Citations

  • Njai, S. (2021). Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study of Students and their Learning Experiences in a Collaborative Learning Space [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585

    APA Style (7th edition)

  • Njai, Samuel. Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study of Students and their Learning Experiences in a Collaborative Learning Space. 2021. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.

    MLA Style (8th edition)

  • Njai, Samuel. "Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study of Students and their Learning Experiences in a Collaborative Learning Space." Doctoral dissertation, Ohio University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585

    Chicago Manual of Style (17th edition)

ohiou1628816416767585
985
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This open access ETD is published by Ohio University and OhioLINK.