What is good learning?

This is an impossible question to answer briefly because all research and all perspectives concerning education and learning would have to be taken into account. Therefore, we have focussed the question on examining the concept of “constructivism” and its current definitions. For many researchers and educators, “constructivism” is a synonym for “good learning”, but the term has raised a lot of criticism. Hence, by looking at the ways in which constructivism is interpreted and criticized in the recent research literature, it is possible to get one perspective on the ways, in which “good learning” is understood within educational research, and to collect those features which are regarded as representing “good learning”.
The unifying point in all forms of constructivism is that things and reality are not seen as given, inevitable, or natural, but as constructed by human beings or by human activities. Constructivism is often contrasted to behaviorism and to “transmissive” models of learning where human beings are seen as passive receivers of information.

It is often remarked that there are a wide variety of schools of thought under the label of “constructivism”. One way of dividing these different approaches is to differentiate among the following: 1) There are theories which emphasize constructions happening in human mind, that is, some sort of “individualistic constructivism”, 2) According to the theory of “social constructivism”, the focus is still on human mind, but the relationship between an individual and the world, surrounding culture or community is emphasized, 3) The theory of “sociological constructivism” emphasizes socio-political and cultural forces underlying the way in which things are constructed in society.

Constructivism, in its various versions, is often criticized in recent scientific debate. It is still often seen as a synonym for “good learning” but for many educational scientists it has lost a clear content and meaning. Despite heavy criticism, many writers use the concept of constructivism to characterize those features that are seen to characterize “good learning”.

In short, according to versions of constructivism, these features of good learning are taken into account: 1) personal background, interpretations, and perspectives, 2) social collaboration and negotiation, 3) larger cultural and social perspectives, and 4) authenticity and context of knowledge.
These constructivist features are often emphasized in learning theories, but the challenge is to apply them in educational practice.

According to the current conceptions, technology should provide, accordingly, opportunities and tools for active involvement, construction, and sharing of knowledge and practices.