CONSTRUCTIVISM VS. BEHAVIORISM OF PEDAGOGICAL THEORIES TO THE DIGITAL CLASSROOM: PRACTICAL STRATEGIES FOR HIGHER EDUCATORS

Abstract

In the rapidly evolving background of higher education, the digital classroom has emerged as a trans-formative atmosphere where traditional pedagogical theories are being re-imagined to meet the needs of contemporary learners. This paper explores the application of two prominent pedagogical theories—Behaviorism and Constructivism in digital learning environments, highlighting their distinct approaches and practical implications for higher education. The paper discusses that a blended method, integrating both Behaviorist and Constructivist tactics, can create a more inclusive and dynamic digital learning environment. By leveraging the strengths of each theory, higher educators can design courses that cater to diverse learning needs, promote student engagement, and enhance learning results. Practical recommendations include the usage of Learning Management Systems (LMS) for structured content delivery, personalized learning through adaptive tools, and fostering social interaction through collaborative platforms. This paper concludes that while Behaviorism and Constructivism offer distinct theoretical foundations, their combined application in the digital classroom can lead to a more effective and student-centered learning experience. Behaviorism emphasizes observable behaviors, reinforcement, and structured learning experiences while Constructivism, on the other hand, focuses on active learning, cognitive processes, and the co-construction of knowledge. By thoughtfully integrating these pedagogical approaches, higher educators can better prepare students for the challenges of the digital age and foster a culture of lifelong learning.