Dialectical Constructivism: Reflections on Creating a Web‐mediated Enquiry‐based Learning Environment

Abstract

This paper illustrates and evaluates the evolution in teaching and learning of a module that prepares first year MA social work students to work with members of Britain's diverse communities. The development from a ‘traditional’ didactic to a constructivist approach based upon Moshman's theory of dialectical constructivism is examined through the implementation of web‐facilitated enquiry‐based teaching practices. It is argued that to prepare students to work in situations of diversity, a ‘knowledge banking’ approach is inadequate. Instead, teaching and learning processes that encourage students to engage in critically reflective practices, allowing them to question existing knowledge, beliefs and feelings, will equip them with the problem‐solving skills required to work in highly fluid situations. A detailed analysis of how web‐based technologies, integrated into an enquiry‐based teaching and learning approach, can develop these skills through knowledge construction is explored.

Keywords:

• Blended Learning
• Constructivism
• Dialectical Constructivism
• Diversity
• Enquiry‐based Learning
• WebCT
• Web‐mediated Dialogue

Notes

The LDU has been set up to support the University of Birmingham's Learning, Teaching and Assessment Strategy. It facilitates initiatives that encourage pedagogic developments by funding and supporting projects that integrate flexible ways of learning and teaching into the mainstream curriculum.