Embedding Social constructivism in a First-year Online Economics Module

Social constructivism is a prominent educational theory that emphasises the collaborative nature of learning, positing that knowledge is constructed through social interactions and active learning. Closely associated with social constructivism is the concept of scaffolding which enables lecturers to gradually withdraw support as learners become more competent and perform tasks independently.
This theoretical framework is particularly relevant in the context of online learning environments, such as Moodle, which is grounded in the principles of social constructivism. While the literature highlights how social constructivism can be applied using digital tools via Moodle, limited research exists on students’ perceptions of how useful these digital tools are totheir learning.
This paper investigates student perceptions of their learning experiences following the integration of digital tools, including MS Teams, Padlet, Weebly, and H5P, within Moodle to support social constructivist principles. First year students are surveyed on a Microeconomics module comprising five credits out of sixty credits in the first-year programme of a Bachelor of Business offered at level 7 on the National Framework of Qualifications.
Survey findings demonstrate that learners valued tools like forums for communication purposes and interactive quizzes for active learning, indicating the effectiveness of these tools in fostering social interaction and engagement. Feedback also demonstrates that effective organisation of the Moodle page supports scaffolding. Further research could explore which tools best promote social constructivist principles among learners.