Contructivism and Motivation

Hailey Hodel
EDPS 6451
Constructivism and Motivation
Constructivism
What is constructivism? It is a paradigm that learning is an active, constructive process.
It is a descriptive theory in that knowledge is actively constructed by each learner as
they attempt to make sense of their experiences. As stated in the text,
Learners, therefore, are not empty vessels waiting to be filled, but rather active
organisms seeking meaning. (Driscoll) Knowledge is ultimately created by the learner.
Although it is referred to as a theory, many, including myself, believe constructivism is
more a learning strategy than a theory alone. The role in which the instructor plays is
more of a coach or mentor. The instructor is to guide and enrich the students learning
environment. In constructivism learning is more experiential, problem-based, or inquirybased learning. There are many pros and cons to this theory. Some strengths include
that constructivism allows for real life situations to be taught through solving novel,
relevant problems. In constructivism, problem solving includes multiple solutions, not
just one definite answer. Metacognitive skills are supported by constructivist learning. A
weakness of this theory is its inefficient to teach the memorizations, recall of facts, or
situations in which there is only one specific answer. It is also difficult to evaluate
learning objectively. Its difficult to assess the process and consequences. The process
is vague about the sequence of learning. Many theories involve specifics where
constructivism allows the learner more discretion. Constructivism also cannot be used
for all subject matter. Constructivist theorist include Dewey, Piaget, Montessori, and
Vygotsky. Dewey believed that setting up active learning environments enriched
learners desire to learn. Piaget fits into constructivism because he believed that all have
influences on the environment. Montessori fits perfectly with constructivism because
children own their exploration; by learning by doing or experiential learning. Vygotsky
believes social interaction and collaboration leads to higher-order cognition.
Examples in Instructional Design
Constructivism is used in instructional design to enhance instruction. It is more of a
learning strategy that can be used to help learners learn by incorporating real world
experiences into instruction. It can be used to bring in real world simulations in the
workplace or in a classroom setting. There are many challenges when incorporating
constructivism into instructional design. These include its hard to prescribe knowledge,
its broad, hard to evaluate, and the learners must construct their own knowledge. Since
learners are responsible for their own knowledge construction, its difficult for designers
to ensure a common set of outcomes.
Use in Instructional Design
Moving forward, I would use constructivism as a learning strategy not as a whole

learning theory to base my design off of. I think it can aid in learners experiencing real
world experiences, but not to base all instruction opportunities off of constructivism
alone.
Motivation
What is motivation? It is the process of instigating and sustaining goal-directed
behavior. Motivation can be intrinsic or extrinsic. Intrinsic motivation is a desire to
engage in an activity for an obvious reward whereas extrinsic motivation is engaging in
an activity for reasons external to a given task. There are many theories that tie into
motivation. They include: achievement motivation theory, expectancy-value theory of
achievement motivation, the contemporary model, attribution theory, goal theory, and
self concept. Achievement motivation is striving to be competent in activities that require
effort. Atkinsons expectancy-value theory explains that individuals have a strong hope
for success and a low fear of failure, this in turn motivates people. Eccles and Wigfields
contemporary model is very specific. They believe culture affects perceptions.
Environmental contexts along with expectancies derive achievement. How we as
humans attribute or perceive the cause of our outcomes defines the attribution theory.
Similar to the Eccles model; our previous experiences leads to our expectancy beliefs.
Attributions to controllable causes will most likely lead to more positive outcomes. In
goal theory there are two goals that motivate students to achievement. Learning goals
are what kind of knowledge, skill, behavior a student is to acquire, whereas a
performance goal focuses on what task the student is to complete. Self-concept is
important to motivation because how a learner thinks about their worth or self-concept
influences their motivation to achieve. Overall, a learner becomes motivated by
expectancies, task values, reward, outcome, goals, and self-concept.
Examples in Instructional Design
To engage students motivation in instructional design there are many instructional
strategies that can be employed. By grabbing students attention by using interesting
approaches of instruction can motivate students to learn content. Its helpful to vary the
instructional materials so it keeps learning interesting for the students. Making content
relevant to learners helps in their motivation to learn. We can use their previous
experiences to increase the relevance of the content matter. Building confidence aids in
motivating students. This is done by providing opportunities for students to meet goals,
set their own goals, and allows students control of their own learning. Ultimately good
instructional design will include the student engaging in satisfaction of the content.
Satisfaction can be provided by allowing students the opportunity to use the acquired
skills.
Use in Instructional Design
Obviously generating motivation is important in the instructional design process. As an
instructional designer we must engage students and motivate them to want to learn the
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content. The Arcs Model which can be defined in 4 steps includes: 1. analyze the
audience and their attention, relevance, confidence and satisfaction potential. 2. Define
the motivational objectives. 3. Design a motivational strategy 4. Try the above and
revise if necessary. To combine these factors, as well as sound instructional design
principles will ensure learning occurs.
Comparison and Contrast- Constructivism and Motivation
Constructivism and motivation are dependent on one another in my opinion.
Constructivism allows giving the student control over their own learning, which is one of
the three major factors in motivation. They enhance each other and I believe they
should be used in conjunction with each other. The role of the teacher and cultural and
social context are different between the two. For most cognitive constructionists like
Piaget, the teacher has very minimal influence, they take on the role of facilitator. The
student constructs meaning from their surroundings. For social constructionists like
Vygotsky, the teachers cultural knowledge is necessary for the achievement of effective
learning. Theorists who study motivation state teachers who depend on extrinsic
motivators may inadvertently reduce more powerful intrinsic motivation. Mis-informed
teachers can distort a students view of their own abilities. However, learning
successfully is one of the strongest and most enduring of motivators. Constructivists
believe that learning happens as individuals access their understanding, compare it to
their current situation, and modify it as necessary. Social context is very influential. It
directs students attention to realize differences between themselve and everyone else.
I believe by incorporating both constructivism (in the right learning context) and
motivation that learning can be meaningful and worthwhile. Each can be used in
different context, but when it comes to both they are better used together than
independently.
References
Driscoll. (n.d.). Constructivism. Available from
https://utah.instructure.com/courses/300612/files/41060627?module_item_id=2450981
Son, S. Constructivism- Online Part & In Class [PowerPoint]. Retrieved from Canvas:
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Son, S. Motivation- Online Part & In Class [PowerPoint]. Retrieved from Canvas:

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Hailey Hodel

Moving forward, I would use constructivism as a learning strategy not as a whole

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