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Integrating teacher-centered (objectivist) & 
learner-centered (constructivist) approaches 
by 
Kelly R. Elander, Ph.D.
Flipping the Classroom through Blended Learning
Who you are? 
• You teach at the college or university level? 
• You help instructors who teach or create 
courses & interactions? 
• You manage or maintain the LMS/CMS for 
a college or university? 
• You create interactions or features for an 
LMS/CMS? 
• You create or manage integrations between your 
LMS/CMS & other dBs or websites? 
• You manage or support the IT & dB 
functions at a college or university?
Integrating teacher-centered (objectivist) & 
learner-centered (constructivist) approaches 
by 
Kelly R. Elander, Ph.D.
Two Philosophies –Two Approaches 
Teacher–Centered Learner–Centered 
John Locke, Skinner, 
Bandura 
Jean Rousseau, Piaget, 
John Dewey,Vygotsky 
Traditional 
Paradigm 
New Paradigm 
(Jonassen, 1991) 
Objectivist Constructivist 
Instructivist Student-Centered/ 
Experiential 
Positivist Subjectivist
Cronje’s Model 
Researcher and 
educator 
Dr. Johannes Cronje 
(2006) questioned the 
view of objectivism & 
constructivism (in 
learning) as opposites 
on a continuum or that 
the “constructivist-only” 
approach is always 
best. Cronje chose to 
see the approaches in 
an orthogonal 
relationship (i.e., axes 
at 90 degree angles to 
one another) forming a 
Cronjé’s model (2000, 2006) of the 
new relationship may potentially 
illustrate all the types of 
instructional courses that could be 
formed when 
integrating objectivist and 
constructivist approaches.
4 Quadrants for Integrating the 
Approaches
Integrating the Approaches 
Cronje’s (2006) new perspective on the relationship 
between objectivist & constructivist approaches in 
instruction could potentially transform current theory 
and address the concerns & experience of practitioners. 
A few researchers have started identifying models, and 
frameworks to guide the integration of these two 
approaches to capitalize on the strengths of each 
(Antle & Wise, 2013; Charles, 2014; Cronjé, 2000, 2006; 
Tangworakitthaworn, Gilbert, & Wills, 2011; Yanchar, 
South, Williams, & Wilson, 2008).
Combining Approaches 
To combine teacher- & learner-centered 
approaches, consider– 
5 crucial dimensions in any learning. 
 Pre-existing & emerging information (foundational & 
central concepts) 
 Learner engagement with learning & information 
 Learner processing of new information 
 Learner application of new information 
 Expert thinking (problem-solving) use of the information
Hybrid Approach Used in ComM254 
Five Key Components 
in Instruction 
1. Pre-existing & emerging 
information. (foundational & 
central concepts) 
2. Learner engagement with 
learning & information 
3. Learner processing of new 
information 
4. Learner application of new 
information 
5. Expert thinking related to the 
topic 
Components Reordered in 
InternetCommunication 
(ComM254) 
2. Learner engagement with learning & 
information 
1. Pre-existing and emerging information. 
(foundational & central concepts) 
3. Learner processing of the information 
5. Expert thinking related to the topic 
4. Learner application of the information
Hybrid Approach Used in ComM254 
. 
Keller’s ARCS Model 
– 
Attention 
Relevance 
Confidence 
Satisfaction 
Starting with Motivation & Engagement
. 
Components Reordered in 
InternetCommunication 
(ComM 254) 
2. Learner engagement with 
learning & information 
1. Pre-existing and emerging 
information.(foundational & 
central concepts) 
3. Learner processing of new 
information 
5. Expert thinking related to 
the topic 
4. Learner application of new 
information 
Blended InternetCommunication 
(ComM 254) 
2. Pre-course online survey - learners select 
the topics most relevant to their future career 
1. Pre-established starter topics (in critical 
thinking & online research), then there is a 
research component (provided links, videos, 
PPTs, materials, lecture) in each topic. 
3. Each topic has a discussion component (w/ 
a partner, team, and/or the class) for learners 
to process information. 
5. Teacher facilitates a discussion, prompting 
critical thinking related to the topic. 
4. Learners create a project deliverable 
summarizing topic information.
Hybrid Approach Used in ComM254 
This first 
element was 
handled by 
sending 
students a link 
to an online, 
pre-course 
survey to select 
topics for the 
ComM254 
Internet 
Communication
. 
Components Reordered in 
InternetCommunication 
(ComM 254) 
2. Learner engagement with 
learning & information 
1. Pre-existing and emerging 
information.(foundational & 
central concepts) 
3. Learner processing of new 
information 
5. Expert thinking related to the 
topic 
4. Learner application of new 
information 
Blended InternetCommunication 
(ComM 254) 
2. Pre-course online survey - learners select 
the topics most relevant to their future career 
1. Pre-established starter topics (in critical 
thinking & online research), then there is a 
research component (provided links, videos, 
PPTs, materials, lecture) in each topic. 
3. Each topic has a discussion component (w/ 
a partner, team, and/or the class) for learners 
to process information. 
5. Teacher facilitates a discussion, prompting 
critical thinking related to the topic. 
4. Learners create a project deliverable 
summarizing topic information.
Hybrid Approach Used in ComM254 
The teacher selects a couple of foundational 
topics to set the stage for future learner-centered 
topicOs innl itnhee cRoeusresea.r ch Critical Thinking
LMS Used in ComM254 
The LMS isn’t as 
important as the 
kinds of learning 
experiences and 
interactions we want 
to create.
Hybrid Approach Used in ComM254 
The typical topic will have the final assignment 
instructions & an explanation of the suggested 
method(s) 
to tackle the topic.
Hybrid Approach Used in ComM254 
There is a three 
part approach 
& rubric for 
each topic. The 
details of the 
approach may 
differ from 
topic-to-topic.
. 
Components Reordered in 
InternetCommunication 
(ComM 254) 
2. Learner engagement with 
learning & information 
1. Pre-existing and emerging 
information.(foundational & 
central concepts) 
3. Learner processing of new 
information 
5. Expert thinking related to 
the topic 
4. Learner application of new 
information 
Blended InternetCommunication 
(ComM 254) 
2. Pre-course online survey - learners select 
the topics most relevant to their future career 
1. Pre-established starter topics (in critical 
thinking & online research), then there is a 
research component (provided links, videos, 
PPTs, materials, lecture) in each topic. 
3. Each topic has a discussion component (w/ 
a partner, team, and/or the class) for learners 
to process information. 
5. Teacher facilitates a discussion, prompting 
critical thinking related to the topic. 
4. Learners create a project deliverable 
summarizing topic information.
Hybrid Approach Used in ComM254 
After establishing the final assignment & 
suggested 
methods, readings, articles, websites, videos, 
tools, & 
other materials are provided to start the learner’s 
research. 
Student-centered Learning 
Environments (Land & 
Hannafin) 
Constructivist Learning 
Environments (Jonassen)
. 
Components Reordered in 
InternetCommunication 
(ComM 254) 
2. Learner engagement with 
learning & information 
1. Pre-existing and emerging 
information.(foundational & 
central concepts) 
3. Learner processing of new 
information 
5. Expert thinking related to 
the topic 
4. Learner application of new 
information 
Blended InternetCommunication 
(ComM 254) 
2. Pre-course online survey - learners select 
the topics most relevant to their future career 
1. Pre-established starter topics (in critical 
thinking & online research), then there is a 
research component (provided links, videos, 
PPTs, materials, lecture) in each topic. 
3. Each topic has a discussion component (w/ 
a partner, team, and/or the class) for learners 
to process information. 
5. Teacher facilitates a discussion, prompting 
critical thinking related to the topic. 
4. Learners create a project deliverable 
summarizing topic information.
Hybrid Approach Used in ComM254 
The discussion component may take many forms. 
• Live class discussion 
• Discussions in smaller groups 
• A class activity to collect & organize ideas, such 
as a 
mind map or generating lists. 
• Online forums
Hybrid Approach Used in ComM254 
Some topics may have two or more discussion 
sessions – one to process research findings 
and then another to further analyze and 
classify information learned. 
The teacher often facilitates these discussions 
and tries to stir critical thinking and questions. 
Techniques include 
• Socratic questions 
• Requests for further explanation 
• Q & A following a student presentation.
. 
Components Reordered in 
InternetCommunication 
(ComM 254) 
2. Learner engagement with 
learning & information 
1. Pre-existing and emerging 
information.(foundational & 
central concepts) 
3. Learner processing of new 
information 
5. Expert thinking related to 
the topic 
4. Learner application of new 
information 
Blended InternetCommunication 
(ComM 254) 
2. Pre-course online survey - learners select 
the topics most relevant to their future career 
1. Pre-established starter topics (in critical 
thinking & online research), then there is a 
research component (provided links, videos, 
PPTs, materials, lecture) in each topic. 
3. Each topic has a discussion component (w/ 
a partner, team, and/or the class) for learners 
to process information. 
5. Teacher facilitates a discussion, prompting 
critical thinking related to the topic. 
4. Learners create a project deliverable 
summarizing topic information.
Hybrid Approach Used in ComM254 
The final assignment is a project or presentation 
designed to permit learners to show their 
. 
understanding of the topic.
Other Flipped Approaches 
Efforts to flip the classroom can involve 
instructors choosing their role anywhere on a 
spectrum from total direction to no direction. 
Additionally , the flipped classroom can be done 
offline as well as online & anywhere in between. 
Flipped classroom can also employ. 
• Game-based learning 
• Project-based learning 
• Collaborative problem-solving 
• Simulations 
• Cognitive Apprenticeship
Flipping the Classroom through Blended Learning
Antle, A.N., & Wise, A.F. (2013) Getting down to details: Using theories of cognition 
and learning to inform tangible user interface design. Interacting with Computers, 
25(2), 1-20. doi:10.1093/iwc/iws007 
Charles, J.M. (2014) Constructivism, direct instruction, and the Free-energy 
Optimization Principle: Cognitive perspectives on learning. Canadian Journal for 
New Scholars in Education, 5(2), 31-38. 
Cronjé, J. C. (2006). Paradigms regained: Toward integrating objectivism and 
constructivism in instructional design and learning sciences. Educational 
Technology, Research and Development, 54(4), 387-416. doi:10.1007/s11423-006- 
9605-1 
Jonassen, D. H. (1991). Objectivism vs. constructivism: Do we need a new paradigm? 
Educational Technology Research and Development, 39(3), 5-14. doi: 
10.1007/BF02296434 
Tangworakitthaworn, P., Gilbert, L., & Wills, G. (2011, November). Towards a 
Matching Strategy of Constructivism and Instructionism. Paper submitted to the 
19th International Conference on Computers in Education, Chiang Mai, Thailand. 
Retrieved from http://eprints.ecs.soton.ac.uk/22598/
Tangworakitthaworn, P., Gilbert, L.,& Wills, G. (2012, June). An Equivalent 
Architecture of Learner's and Instructor's Knowledge through the Matching of 
Intended Learning Outcome. Paper submitted to the 5th World Summit on the 
Knowledge Society, Rome, Italy. Retrieved from http://eprints.soton.ac.uk/273230 
Yanchar, S. C., South, J. B., Williams, D. D., & Wilson, B. G. (2008). How do instructional 
designers use theory? A qualitative-developmental study of the integration of theory 
and technology. In M. R. Simonson (Ed.), Proceedings of selected research and 
development presentations (pp. 331-337). Washington DC: Association for 
Educational Communications and Technology.
Flipping the Classroom through Blended Learning
Flipping the Classroom through Blended Learning
Flipping the Classroom through Blended Learning
Pilot Results Main Study Results

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Flipping the Classroom through Blended Learning

  • 1. Integrating teacher-centered (objectivist) & learner-centered (constructivist) approaches by Kelly R. Elander, Ph.D.
  • 3. Who you are? • You teach at the college or university level? • You help instructors who teach or create courses & interactions? • You manage or maintain the LMS/CMS for a college or university? • You create interactions or features for an LMS/CMS? • You create or manage integrations between your LMS/CMS & other dBs or websites? • You manage or support the IT & dB functions at a college or university?
  • 4. Integrating teacher-centered (objectivist) & learner-centered (constructivist) approaches by Kelly R. Elander, Ph.D.
  • 5. Two Philosophies –Two Approaches Teacher–Centered Learner–Centered John Locke, Skinner, Bandura Jean Rousseau, Piaget, John Dewey,Vygotsky Traditional Paradigm New Paradigm (Jonassen, 1991) Objectivist Constructivist Instructivist Student-Centered/ Experiential Positivist Subjectivist
  • 6. Cronje’s Model Researcher and educator Dr. Johannes Cronje (2006) questioned the view of objectivism & constructivism (in learning) as opposites on a continuum or that the “constructivist-only” approach is always best. Cronje chose to see the approaches in an orthogonal relationship (i.e., axes at 90 degree angles to one another) forming a Cronjé’s model (2000, 2006) of the new relationship may potentially illustrate all the types of instructional courses that could be formed when integrating objectivist and constructivist approaches.
  • 7. 4 Quadrants for Integrating the Approaches
  • 8. Integrating the Approaches Cronje’s (2006) new perspective on the relationship between objectivist & constructivist approaches in instruction could potentially transform current theory and address the concerns & experience of practitioners. A few researchers have started identifying models, and frameworks to guide the integration of these two approaches to capitalize on the strengths of each (Antle & Wise, 2013; Charles, 2014; Cronjé, 2000, 2006; Tangworakitthaworn, Gilbert, & Wills, 2011; Yanchar, South, Williams, & Wilson, 2008).
  • 9. Combining Approaches To combine teacher- & learner-centered approaches, consider– 5 crucial dimensions in any learning.  Pre-existing & emerging information (foundational & central concepts)  Learner engagement with learning & information  Learner processing of new information  Learner application of new information  Expert thinking (problem-solving) use of the information
  • 10. Hybrid Approach Used in ComM254 Five Key Components in Instruction 1. Pre-existing & emerging information. (foundational & central concepts) 2. Learner engagement with learning & information 3. Learner processing of new information 4. Learner application of new information 5. Expert thinking related to the topic Components Reordered in InternetCommunication (ComM254) 2. Learner engagement with learning & information 1. Pre-existing and emerging information. (foundational & central concepts) 3. Learner processing of the information 5. Expert thinking related to the topic 4. Learner application of the information
  • 11. Hybrid Approach Used in ComM254 . Keller’s ARCS Model – Attention Relevance Confidence Satisfaction Starting with Motivation & Engagement
  • 12. . Components Reordered in InternetCommunication (ComM 254) 2. Learner engagement with learning & information 1. Pre-existing and emerging information.(foundational & central concepts) 3. Learner processing of new information 5. Expert thinking related to the topic 4. Learner application of new information Blended InternetCommunication (ComM 254) 2. Pre-course online survey - learners select the topics most relevant to their future career 1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic. 3. Each topic has a discussion component (w/ a partner, team, and/or the class) for learners to process information. 5. Teacher facilitates a discussion, prompting critical thinking related to the topic. 4. Learners create a project deliverable summarizing topic information.
  • 13. Hybrid Approach Used in ComM254 This first element was handled by sending students a link to an online, pre-course survey to select topics for the ComM254 Internet Communication
  • 14. . Components Reordered in InternetCommunication (ComM 254) 2. Learner engagement with learning & information 1. Pre-existing and emerging information.(foundational & central concepts) 3. Learner processing of new information 5. Expert thinking related to the topic 4. Learner application of new information Blended InternetCommunication (ComM 254) 2. Pre-course online survey - learners select the topics most relevant to their future career 1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic. 3. Each topic has a discussion component (w/ a partner, team, and/or the class) for learners to process information. 5. Teacher facilitates a discussion, prompting critical thinking related to the topic. 4. Learners create a project deliverable summarizing topic information.
  • 15. Hybrid Approach Used in ComM254 The teacher selects a couple of foundational topics to set the stage for future learner-centered topicOs innl itnhee cRoeusresea.r ch Critical Thinking
  • 16. LMS Used in ComM254 The LMS isn’t as important as the kinds of learning experiences and interactions we want to create.
  • 17. Hybrid Approach Used in ComM254 The typical topic will have the final assignment instructions & an explanation of the suggested method(s) to tackle the topic.
  • 18. Hybrid Approach Used in ComM254 There is a three part approach & rubric for each topic. The details of the approach may differ from topic-to-topic.
  • 19. . Components Reordered in InternetCommunication (ComM 254) 2. Learner engagement with learning & information 1. Pre-existing and emerging information.(foundational & central concepts) 3. Learner processing of new information 5. Expert thinking related to the topic 4. Learner application of new information Blended InternetCommunication (ComM 254) 2. Pre-course online survey - learners select the topics most relevant to their future career 1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic. 3. Each topic has a discussion component (w/ a partner, team, and/or the class) for learners to process information. 5. Teacher facilitates a discussion, prompting critical thinking related to the topic. 4. Learners create a project deliverable summarizing topic information.
  • 20. Hybrid Approach Used in ComM254 After establishing the final assignment & suggested methods, readings, articles, websites, videos, tools, & other materials are provided to start the learner’s research. Student-centered Learning Environments (Land & Hannafin) Constructivist Learning Environments (Jonassen)
  • 21. . Components Reordered in InternetCommunication (ComM 254) 2. Learner engagement with learning & information 1. Pre-existing and emerging information.(foundational & central concepts) 3. Learner processing of new information 5. Expert thinking related to the topic 4. Learner application of new information Blended InternetCommunication (ComM 254) 2. Pre-course online survey - learners select the topics most relevant to their future career 1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic. 3. Each topic has a discussion component (w/ a partner, team, and/or the class) for learners to process information. 5. Teacher facilitates a discussion, prompting critical thinking related to the topic. 4. Learners create a project deliverable summarizing topic information.
  • 22. Hybrid Approach Used in ComM254 The discussion component may take many forms. • Live class discussion • Discussions in smaller groups • A class activity to collect & organize ideas, such as a mind map or generating lists. • Online forums
  • 23. Hybrid Approach Used in ComM254 Some topics may have two or more discussion sessions – one to process research findings and then another to further analyze and classify information learned. The teacher often facilitates these discussions and tries to stir critical thinking and questions. Techniques include • Socratic questions • Requests for further explanation • Q & A following a student presentation.
  • 24. . Components Reordered in InternetCommunication (ComM 254) 2. Learner engagement with learning & information 1. Pre-existing and emerging information.(foundational & central concepts) 3. Learner processing of new information 5. Expert thinking related to the topic 4. Learner application of new information Blended InternetCommunication (ComM 254) 2. Pre-course online survey - learners select the topics most relevant to their future career 1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic. 3. Each topic has a discussion component (w/ a partner, team, and/or the class) for learners to process information. 5. Teacher facilitates a discussion, prompting critical thinking related to the topic. 4. Learners create a project deliverable summarizing topic information.
  • 25. Hybrid Approach Used in ComM254 The final assignment is a project or presentation designed to permit learners to show their . understanding of the topic.
  • 26. Other Flipped Approaches Efforts to flip the classroom can involve instructors choosing their role anywhere on a spectrum from total direction to no direction. Additionally , the flipped classroom can be done offline as well as online & anywhere in between. Flipped classroom can also employ. • Game-based learning • Project-based learning • Collaborative problem-solving • Simulations • Cognitive Apprenticeship
  • 28. Antle, A.N., & Wise, A.F. (2013) Getting down to details: Using theories of cognition and learning to inform tangible user interface design. Interacting with Computers, 25(2), 1-20. doi:10.1093/iwc/iws007 Charles, J.M. (2014) Constructivism, direct instruction, and the Free-energy Optimization Principle: Cognitive perspectives on learning. Canadian Journal for New Scholars in Education, 5(2), 31-38. Cronjé, J. C. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and learning sciences. Educational Technology, Research and Development, 54(4), 387-416. doi:10.1007/s11423-006- 9605-1 Jonassen, D. H. (1991). Objectivism vs. constructivism: Do we need a new paradigm? Educational Technology Research and Development, 39(3), 5-14. doi: 10.1007/BF02296434 Tangworakitthaworn, P., Gilbert, L., & Wills, G. (2011, November). Towards a Matching Strategy of Constructivism and Instructionism. Paper submitted to the 19th International Conference on Computers in Education, Chiang Mai, Thailand. Retrieved from http://eprints.ecs.soton.ac.uk/22598/
  • 29. Tangworakitthaworn, P., Gilbert, L.,& Wills, G. (2012, June). An Equivalent Architecture of Learner's and Instructor's Knowledge through the Matching of Intended Learning Outcome. Paper submitted to the 5th World Summit on the Knowledge Society, Rome, Italy. Retrieved from http://eprints.soton.ac.uk/273230 Yanchar, S. C., South, J. B., Williams, D. D., & Wilson, B. G. (2008). How do instructional designers use theory? A qualitative-developmental study of the integration of theory and technology. In M. R. Simonson (Ed.), Proceedings of selected research and development presentations (pp. 331-337). Washington DC: Association for Educational Communications and Technology.
  • 33. Pilot Results Main Study Results