Did Covid-19 reshape constructivism approach?  A synthesis paper during the world-wide shift to full distance learning

Frank Angelo Pacala; Rolando Obiedo

doi:10.46223/HCMCOUJS.soci.en.13.1.2682.2023

13 (1) 2023

Did Covid-19 reshape constructivism approach? A synthesis paper during the world-wide shift to full distance learning

Author - Affiliation:

Frank Angelo Pacala - Presidential School of Uzbekistan, Qarshi City

Rolando Obiedo - Coordinator, Graduate Programs, University of San Carlos, Cebu City

Corresponding author: Frank Angelo Pacala - pacala_frank05@yahoo.com

DOI:10.46223/HCMCOUJS.soci.en.13.1.2682.2023

Submitted: 12-03-2023
Accepted: 30-03-2023
Published: 22-06-2023

Abstract

The Covid-19 pandemic had a profound effect on the use of constructivism in learning. As schools and learning institutions around the world were forced to transition to online classrooms, teachers had to find new ways to reach their students and engage them in an educational environment. This study was conducted to synthesize the various researches about the impact of a pandemic on the constructivism theory of learning. This paper used the general principle of constructivism to conduct the synthesis review. The findings indicated that there was disruption in student engagement but collaboration among students was maintained. Also, the process of lesson contextualization was interrupted as classes were moved to online platforms. Teachers have used various tools to check the integrity of the students’ outputs and literature suggest that outputs have been upright and reliable. The support of the parents to the learning of the students was perceived to be enhanced. Hence, the constructivism approach was taken to a new level and was truly reshaped by the pandemic.

Keywords

constructivism; constructivism approach; Covid-19 pandemic; distance education; online learning; textual narrative analysis

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Pacala, F. A., & Obiedo, R. (2023). Did Covid-19 reshape constructivism approach? A synthesis paper during the world-wide shift to full distance learning. Ho Chi Minh City Open University Journal of Science – Social Sciences, 13(1), 36-45. doi:10.46223/HCMCOUJS.soci.en.13.1.2682.2023

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DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.13.1.2682.2023

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