Abstract
It is widely believed that online learning may enable a constructivist learning model to become true. Yet, empirical evidences have so far supported this assertion inconclusively. The present study contributes to explain the above effects alternatively.
This study proposes a newer construct, constructivist learning characteristics, which (1) synthesizes constructs such as self-direct, interdependence, persistence and epistemological belief, and (2) integrates the effects of both individual difference at the micro level and contextual factors in the macro. The construct and associated hypothesis are tested. Challenging issues of paradigm adaptation for both teachers and students are discussed.
| Keywords: | online learning; learning community; constructivist learning; creativity |
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