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New constructivist learning approach trialled
Blijlevens, Janneke Campbell, Alexander
Blijlevens, Janneke
Campbell, Alexander
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Abstract
Flipped classrooms are one of the most popular constructivist approaches to learning implemented in
universities. It reverses instruction such that concepts and theory are provided before class providing
time for experiential learning through activities in-class. Constructivism supposes that knowledge is not
transmitted but is embedded in activity and anchored in the context of the activity. Thus, a flipped
classroom approach will see improved knowledge consolidation and engagement, but providing
concepts and theory a priori to activity is not purely constructivist. We present a truly constructivist
approach to learning in the context of a graduate interactive marketing course. Students develop their
own models, concepts, and theories through experiential activities and continuously update and amend
their constructed mental models and knowledge through after-class reflection on provided concepts and
theories from the literature and application to real-world cases in asynchronous activities. Students report
deeper understanding of theory compared to a flipped classroom approach.
Keywords
Constructivist learning, Flipped classroom, Experiential learning, Interactive marketing
Date
2022
Type
Conference paper
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Book
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Issue
Page Range
1-7
Article Number
ACU Department
Peter Faber Business School
Faculty of Law and Business
Faculty of Law and Business
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Open Access Status
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All rights reserved
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Controlled
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Copyright © ANZMAC 2022. All rights reserved.
Abstract full-text only.
Abstract full-text only.