1 Constructivism and the Rise of Digital Learning

Any instructional design changes that have taken place in classrooms since the beginning of the 21st century have largely been informed by constructivist learning theory. Originating with the influential work of philosopher John Dewey,¹² constructivist learning environments like those found in project-based learning, inquiry learning, or discovery learning, focus students to actively build understanding by merging individual perspectives and knowledge with new learning derived from relevant activities and experiences.¹³ Occurring alongside these instructional changes has been the rise in technology use to enhance or augment learning, which often requires students to take responsibility for controlling aspects of the content and resources for learning.^9,14 Research has not only suggested that aspects of constructivist learning are often present in digital learning, but that digital learning may be necessary to make the most of constructivist learning situations. Digital learning environments can involve components such as actively and adaptively managing content and constructing personal meaning within a social context.^15,16However, research shows that digital learning environments are often underutilized by students because, in addition to needing basic technological proficiencies, they lack the appropriate cognitive and metacognitive strategies to take an active role in learning.^17,18

Navigating Through It All

Identified as self-regulated learning (SRL), these skills can specifically include processes like identifying the task, setting goals, planning, self-control, evaluation, and self-reflection.¹⁹ SRL research is many decades old, with SRL and its components having been shown to have value with or without a constructivist lens^8,20 and recognized as important for life-long learning both in research^19,21 and in national and international initiatives.^7,8 While the nature and complexity of SRL and the learning process make it is difficult to identify specific components on which to focus to improve student outcomes,^22,23large meta-analyses²⁴ of research into SRL scaffolding in digital learning conclude that students must apply SRL skills to effectively navigate and learn in digital learning settings, and that providing SRL support in digital learning environments positively affects student learning.²⁵