Presentation of blended learning conceptual pattern based on individual and social constructivism theory

Abstract

This investigation aims at studying capabilities and characteristics of blended learning and individual and social constructivism theory qualitatively and the presentation of conceptual pattern of blended learning based on these theories. The methodology of the present study is Mayring qualitative content analysis. First, some fundamental questions about blended learning pattern and individual and social constructivism have been asked. They include: 1.What are characteristics and capabilities of blended learning as a relatively new approach? 2. What are characteristics and components of blended learning based on individual and social constructivism theory? 3. How are blended learning models which are derived from individual and social constructivism theory? Then, analysis aspects, main categories and subcategories of answers were determined by using theoretical foundations relating to various views about blended learning and constructivism theory. Finally, main categories were differentiated from sub categories and learning conceptual patterns were designed according to individual and social constructivism theory based on the research findings. The findings of the analysis resulted in the recognition of the components of the blended learning model based on constructivism. They were presented in nine main components including: 1. Learning 2. Different kinds of learning 3. Factors influencing learning 4. The role of the learner 5. Learner's activities 6. The role of the teacher 7. Teaching guidelines 8. Group activities 9. Evaluation.