An analysis of constructivist pedagogy in corporate distance education: Perspectives from the field

This research examines what is required to introduce new instructional technology---in the form of distance educational technology---into the corporate arena. The importance and need to attain lifelong learning in today's society is obvious, however, learning can be provided for corporations via online education. Distance educational technology has become a catalyst for constant change and upgrading of skills and work processes, a change based on how processes may be improved and upon people's skills in the corporate arena. While some corporate educational training programs are experimenting with distance educational technology, many are failing because they are not sufficiently implementing the full range of pedagogy. For successful implementation, particularly in the corporate distance education arena, a fundamental and authentic pedagogy must be incorporated into the curriculum in order for genuine learning to transpire (Dede, 1999). The corporate distance educational curricular environment is no different than any educational curriculum: Without an educational pedagogy, the purpose of the distance educational environment to learn is contradicted. This study examined constructivist pedagogy utilization within the arena of corporate distance education. The researcher queried several experts via web-based surveys and superlative interview techniques. Although the demographic population queried was a selected sample group, all respondents have experience in technology and education thus, they were able to comprehend the magnitude of pedagogy. Specifically, the sample population understood the significance of a particular pedagogy, such as constructivistism, and how it could enhance or maintain effective learning to take place. This research confirmed that in order for a corporate distance educational program to be deemed effective and successful, the constructivist pedagogy must be implemented. Therefore, the most critical conclusion of this research established that regardless of "cutting edge" technology, some of the most traditional characteristics of the constructivist pedagogy must be tied to the curriculum in order for it to be successful. Since the constructivist models have emerged from the works of many traditional educational theorists such as Bruner, Piaget, Dewey, and Vygotsky, the remarkable findings are that the most fundamental elements in successful learning environments can be applied into innovative classrooms, including the corporate distance education classroom.