In seeking the foundation for my research to set my ‘blueprint’, I would like 
to explore the Social Constructivist Theory (SCT), and possibly the Self-Efficacy Theory.
My research focuses on how feedback builds metacognition, the ability to monitor and direct one’s learning, for online learners. With feedback as a catalyst in the metacognition, the construction of knowledge happens not only as an individual but also with other learners and instructors. With the facilitation of learning, the SCT states that a learner can change their perspective, be collaborative, and ultimately be responsible (Ruey, 2010). Therefore, the SCT provides a lens to discuss how and why feedback cultivates learning.
A possible theory I am interested in and have been since LRNT 522 is self-efficacy. I wonder if SCT brings self-efficacy – is self-efficacy a framework or is it a result? According to Albert Bandura (1977), a person believes that they are capable of completing the task, leading to a change in behavior. The experience of the learner, with the lens of the Self-Efficacy Theory, gains confidence and self-worth due to their learning experience because of situations that engage the learner’s emotional state and modeling of learning and mastery (Bandura, 1977). Feedback is a necessary part of a learning cycle, and feedback can increase the feeling or potential feeling success and higher self-efficacy.
I am excited to dive deeper into SCT. I am wondering if self-efficacy is a framework to consider or is it apart of my research. Thoughts?
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 703-720.
Very interesting concepts to tie together! Essentially you’re saying that through actively participating in the construction of new knowledge in a social environment, one would be increasing self- efficacy as a by product. I like the way that sounds because I believe that almost all of the theoretical frameworks on learning are connected. If you focus on only one, you might be blind to the fact that so many surrounding activities are in fact contributing.
Hi Bobbi, I’m also looking into self-efficacy and agree entirely with Adam on the tie-ins with many of the theoretical frameworks. Self-efficacy itself loops in motivation and cognition among other factors and concepts. I think feedback plays a big part in the learning process, but like you mentioned, where along the line self-efficacy takes place is an interesting question. As feedback should be formative, self-efficacy can be built. Therefore it seems that in your case, self-efficacy sounds more like effect or result.
Thanks, Bobbi. As both Adam and George have remarked, these two frameworks do seem to link together. This reminds me of the work we did in LRNT 528 where we explored ideas to help build, sustain and facilitate effective online learning environments. One thing that stood out for me during the experience of facilitating an online learning environment was how providing timely and personalized feedback was important. However, as a part of that experience, we also learned that feedback from peers was valuable to the learners, as it helped them to consider different perspectives. To that end, I believe that self-efficacy could be considered as an outcome of actively participating in the learning environment through feedback gained from either the facilitator/instructor, or with peers within or outside of the learning environment.