Academic journal article International Journal of Education

Developing Module on Constructivist Learning Strategies to Promote Students' Independence and Performance

Academic journal article International Journal of Education

Developing Module on Constructivist Learning Strategies to Promote Students' Independence and Performance

Article excerpt

Abstract

Constructivist learning strategies addresses learner's characteristics in addition to learner's active participation and connection to his or her knowledge and experience in learning process. The use of learning module supports the learning. The present article was to describe the development of learning module on the basis of constructivist learning theories for the Research Methodology course of the Elementary School Teacher Education Department. It includes (a) the description of the earlier teacher-centered learning in the course, (b) analysis of student and lecturer needs, (c) analysis of student characteristics, (d) identification of common goals, (e) identification of specific learning purposes, (f) development of constructivist learning strategies, and (g) development of prototype products. The data collection techniques used in this study included: (a) document studies, (b) questionnaire, and (c) observation. The collected data were then analyzed using descriptive statistics for quantitative and qualitative data. The result revealed that the use of the constructivist learning strategies, and the learning module became a necessity. The module to be developed included: (a) lecturer's guidance, (b) learning module, (c) students' worksheet. The content was illustrated in the prototype products.

Keywords: module, research methodology course, constructivist, students' independence, performance

1. Introduction

Learning Research Methodology is in general still dependent on lecturers or often called the traditional learning approach. It is teacher-centered and causes learners' passive acceptance of knowledge and information. Consequently, it can lead to various problems such as: (a) lecturers are too dominating most of the learning activities and (b) learning acquisition can be very limited due to much reliance on information by lecturers (Mahony, 2003). Applying the traditional approach to learning is not necessarily wrong. But ideally a good learning process puts a lecturer as a learning manager. In this instance, he or she does not merely transmit knowledge to learners, but he or she arrange and leads them to attain successful learning, for instance by motivating them to be responsible for meeting their own needs, being knowledgeable of learners' individual characteristics and all methods of teaching, believing in their ability, willing to take risks, and acting as a facilitator and resource person.

Kemp (1985) has stated that the design of the learning will be more effective if more attention is given to individual learners than to the group as a whole. A print module can be designed to be used for that purpose. According to Winkel (1991), the module can be used to study independently or individually because the module contains objectives, instruction sheet, reading materials, answer keys, and evaluation tools. Modules can be used as an alternative form of presentation of materials used in learning, including learning Research Methodology.

A learning module is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria. Referring to the constructivist learning strategy, the module can aid learners construct what they learn and understand, and facilitate their active participation in the process. The module can be in form of and can be learned on one's own. It also has a specific theme and is 'self contained' and 'self-directed'. It provides students with information necessary to acquire and assess and knowledge and skills prescribed. The module requires students to actively interact with the learning material, not just passively read the material alone. Students are asked to do various learning activities and obtain feedback on what they are doing. Some kind of evaluation strategies that exist in the module tells the student whether they achieve complete mastery of the material and what to do if they cannot achieve the required mastery (Dick & Carey, 2001). …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.