{"id":661,"date":"2021-07-29T18:23:34","date_gmt":"2021-07-30T01:23:34","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/?p=661"},"modified":"2021-07-29T18:23:34","modified_gmt":"2021-07-30T01:23:34","slug":"thesis-theoretical-frameworks-and-literature-review","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0158\/thesis-theoretical-frameworks-and-literature-review\/","title":{"rendered":"Thesis: Theoretical Frameworks and Literature Review"},"content":{"rendered":"
\n

Theoretical Frameworks<\/b><\/p>\n

This research is guided by the following theoretical frameworks: constructivism and experiential learning. Constructivism posits learning as the active construction of knowledge based on the contextual experiences of the learner (Rannikm\u00e4e et al., 2020; Bada & Olusegun, 2015; Cooper, 1993). Since learning exists in the human mind, learning experiences do not necessarily need to correspond with real-world realities (Bada & Olusegun, 2015); therefore, invented realities can strongly influence the situated perception of learning (Aiello et al., 2012). Learners attempt to update and reflect on their mental models through the perception of each new experience, contemplating on new stimuli and information to make contextual mental constructions of reality (Bada & Olusegun, 2015). As such, educators practicing a constructivist paradigm play an active role as facilitators, mentors, or coaches (Rannikm\u00e4e et al., 2020; Cooper, 1993) in the application of knowledge to enhance learning objectives through realistic activities that mimic real-world counterparts (Huang & Liaw, 2018). Therefore, a constructivist perspective defines the educator’s role and how learning could occur within a virtual environment.<\/span><\/p>\n

Experiential learning views learning as “the process whereby knowledge is created through the transformation of experience” (Kolb, 2015, p. 49). Being derived from constructivism, experiential learning emphasizes learning within the construction and reflection of knowledge through environmental interactions and perceived experiences (Mughal & Zafar, 2011; Fenwick, 2001). Nevertheless, whereas constructivism tends to focus on social-cultural interactions (Rannikm\u00e4e et al., 2020; Mattar, 2018), experiential learning focuses on individualistic constructions of knowledge through reflections (Mughal & Zafar, 2011). Kolb (2015) furthers this argument by viewing learners as autonomous; therefore, social relationships and interactions through language and cultural practices are not part of knowledge construction. The model of experiential learning theory describes learning through a circular model of four opposing modes:<\/span><\/p>\n