Readings – Woo and Reeves

Woo Y and Reeves T (2007) ‘Meaningful interaction in web-based learning: A social constructivist interpretation’ Internet and Higher Education vol 10 pp 15-25

Continuing the social constructivist line of thought, Woo and Reeves (2007) suggest that in developing effective e-learning environments a social constructivist framework may offer design principles which will improve the quality of web based learning environments. Woo and Reeves (2007) are critical of contemporary instructional designers which lack sound theoretical foundations for determining meaningful and quality interactions and that current design guidelines for online learning are more ‘akin to heuristics than research-based principles’ (Woo and Reeves 2007, p 16).
Woo and Reeves (2007) caution that not all interaction leads to increased learning and that a good e-learning system will create meaningful interactions which extend beyond mindless chatting, online surfing and sharing personal opinions. According to Hirumi (2002), Vrasidas and McIsaac (1999) “…meaningful interaction must stimulate a learner’s intellectual curiosity engage them in productive instructional activities and directly influence their learning.’ (Woo and Reeves 2007, p 16).
Woo and Reeves (2007) provide a literature review on learning theories which underlie the development of many contemporary learning environments and which have shaped the guidelines for designing Web based learning environments. These include behaviourist learning theory, communications or media theory, systems theory approach and cognitive learning theories such as information processing theory.
Woo and Reeves (2007) put a case forward for social constructivism to be an alternative and more effective theoretical foundation to assist in the design of e-learning environments than these previously mentioned theories. The rationale is that people learn best in a situated social context and this has multiple applications for web based e-learning environments. This includes behaviours such as observation, modelling and participating in a wide range of social practices such as conversation, discussion and feedback. Evidence of these primarily social activities is expressed in web-based environments such as chat rooms, discussion forums and social networking applications. Woo and Reeves (2007) suggest that an e-learning environment designed on the principles of social constructivism would encourage meaningful interaction which includes responding, negotiating internally and socially, arguing against points, adding to evolving ideas and offering alternative perspectives with one another while solving authentic tasks.