This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by…
Abstract
Purpose
This paper aims to provide a review of the two often-confusing learning theories: constructivism and constructionism. It then presents their similarities and differences by identifying various learning dimensions of the two philosophies. The authors then develop a teaching-learning framework that integrates those dimensions. The authors have also implemented the framework in two information technology (IT) courses and obtained students’ feedback that relate to various learning dimensions of both of the two philosophies.
Design/methodology/approach
The authors review existing literature to understand the difference between constructivism and constructionism and develop a list of learning dimensions that can be applied to classroom education. They then discuss the background information or tools necessary to develop a teaching-learning framework and apply that framework through a case study. They finally present the results.
Findings
A constructivist teacher sets up the learning environment for students that fosters individual learning and presents a problem to be solved, while the students go on their own way to produce a personally meaningful artifact without any further teacher’s intervention. On the other hand, the constructionist teacher sets up the environment for collaborative learning for students, then he or she defines the problem to be solved and the meaningful end product to be developed, and then guides them to reach towards the goal. Student assessment supports this difference.
Research/limitations implications
Researchers and teachers should look carefully which methodology they are discussing and which one they are applying. They can further the authors’ research in a different angle than the authors did by finding the learning dimensions.
Practical implications
Teachers should use constructionist approach to set up their classroom and guide their students throughout the course time, such that students can work collaboratively on a project to learn the important concepts to be developed. They should also use appropriate tools and technologies that enhance classroom activities and learning. Teacher should act as a guide/facilitator or a project manager to plan for the classroom/project and monitoring and controlling project/class throughout the semester.
Social implications
Understanding the critical differences between the two learning philosophies, educators in all levels should be clear how to set up their classrooms – from kindergarten to university education, such that all students can develop their knowledge not only through personal cognition but also through interaction with others. A collaborative environment produces knowledgeable people in the society with better understanding and respect toward each other.
Originality/value
Collaborative learning environment provides a better learning opportunity over personal cognition – a major enhancement in constructionism over constructivism. Sharing the creation process as well as the product, and the use of various tools and technologies in the development process, provide a better understanding of a subject matter. The discussions and results presented here might bring some insights to the instructors who might be contemplating to implement the educational philosophies of constructivism or constructionism, or intermixing of the two in their classrooms.
Details
Keywords
Ali Ali Gobaili Saged, Thabet Ahmad Abu Alhaj and Mohd Yakub Zulkifli Bi
This paper aims to attempt to present a number of higher purposes of Islamic law that include within their scope the preservation and protection of the natural environment. Such…
Abstract
Purpose
This paper aims to attempt to present a number of higher purposes of Islamic law that include within their scope the preservation and protection of the natural environment. Such preservation is in the best interest of mankind.
Design/methodology/approach
The researchers have extrapolated evidence from the Qur’an and authentic traditions of the Prophet (PBUH) that afford a sense of certainty that Islamic laws contain operative or effective causes (illa) seeking the welfare of human beings and society.
Findings
The Qur’an and Sunnah have placed great importance on the preservation and protection of the environment. They have extolled the merits of treating the environment with care and compassion. Evidence of this can be found in authentic hadiths beginning with the Book of Purity and is found in many of the teachings concerning worship rituals and civic activities.
Originality/value
The researchers have attempted to present a number of higher purposes of Islamic law that include within their scope the preservation and protection of the natural environment. Such preservation is in the best interest of mankind. For this, the researchers have extrapolated evidence from the Qur’an and authentic traditions of the Prophet (PBUH) that afford a sense of certainty that Islamic laws contain operative or effective causes (illa) seeking the welfare of human beings and society.
Details
Keywords
Francis Tangwo Asah and Progress Hove-Sibanda
Although women-owned small and medium enterprises (SMEs) represent only 21.1% of all SMEs in South Africa, they play a fundamental role in the SME sector in terms of job creation…
Abstract
Purpose
Although women-owned small and medium enterprises (SMEs) represent only 21.1% of all SMEs in South Africa, they play a fundamental role in the SME sector in terms of job creation, employment and poverty alleviation that is critical for economic growth. This study aims to explore (FFIs) financing of women-owned SMEs in South Africa from a credit provider perspective (supply-side).
Design/methodology/approach
A qualitative research approach positioned in the interpretivistic research paradigm was used to accomplish this study objectives. The five-step process of content analysis proposed by Terre Blanche, Durrheim and Kelly was used to analyse the qualitative data collected from the 16 participants via semi-structured in-depth interviews.
Findings
The findings reveal that FFIs are willing to finance women-owned businesses provided they can contribute a reasonable percentage of the equity capital and a first-class collateral. Lack of equity, business experiences and first-class collateral are the most serious challenges faced by FFIs when considering lending to women-owned SMEs.
Originality/value
This study investigated the financing of women-owned SMEs in South Africa from a supply-side perspective, compared to other studies that used quantitative methodology. This study findings provide insights into how FFIs perceive financing women-owned SMEs, women-owned SMEs credit approval rate, the factors that influence the willingness of FFIs to provide credit to women-owned SMEs and the challenges experienced by FFIs in financing women-owned SMEs.