The article "Constructivism and Computer-Mediated Communication in Distance Education" by David Jonassen, Mark Davidson, Mauri Collins, John Campbell, and Brenda Bannan Haag explores the shift from objectivist to constructivist epistemologies in learning theory and instructional design. The authors argue that traditional distance learning technologies often replicate ineffective methods used in face-to-face classrooms, focusing on one-way lectures rather than interactive and collaborative learning. They emphasize the importance of creating communities of learners and practitioners, where students can engage in meaningful interactions and build knowledge through reflection and dialogue. The article contrasts the assumptions of constructivism with those of objectivism, highlighting that constructivists believe knowledge is constructed through personal experiences and interpretations, while objectivists view knowledge as external and transferable. Constructivist principles advocate for learner-centered, collaborative environments that support reflective and experiential processes. The authors suggest that technology can facilitate these environments by enabling computer-mediated communication, computer-supported collaborative work, case-based learning, and cognitive tools. The article also discusses the limitations of traditional distance learning technologies, such as the lack of interactive features and the tendency to replicate ineffective teaching methods. It proposes that distance education should move beyond teacher-centered lectures to create "extended classroom models" that support constructive learning. The authors provide recommendations for using technology to support constructivist learning, including the use of computer conferencing, intentional learning environments, and collaborative work environments. In conclusion, the article emphasizes the importance of designing authentic, problem-based learning environments that engage learners in meaningful, context-rich activities. It suggests that constructive learning will be effectively implemented only if students are evaluated constructively, reflecting the methods embedded in the learning environments.The article "Constructivism and Computer-Mediated Communication in Distance Education" by David Jonassen, Mark Davidson, Mauri Collins, John Campbell, and Brenda Bannan Haag explores the shift from objectivist to constructivist epistemologies in learning theory and instructional design. The authors argue that traditional distance learning technologies often replicate ineffective methods used in face-to-face classrooms, focusing on one-way lectures rather than interactive and collaborative learning. They emphasize the importance of creating communities of learners and practitioners, where students can engage in meaningful interactions and build knowledge through reflection and dialogue. The article contrasts the assumptions of constructivism with those of objectivism, highlighting that constructivists believe knowledge is constructed through personal experiences and interpretations, while objectivists view knowledge as external and transferable. Constructivist principles advocate for learner-centered, collaborative environments that support reflective and experiential processes. The authors suggest that technology can facilitate these environments by enabling computer-mediated communication, computer-supported collaborative work, case-based learning, and cognitive tools. The article also discusses the limitations of traditional distance learning technologies, such as the lack of interactive features and the tendency to replicate ineffective teaching methods. It proposes that distance education should move beyond teacher-centered lectures to create "extended classroom models" that support constructive learning. The authors provide recommendations for using technology to support constructivist learning, including the use of computer conferencing, intentional learning environments, and collaborative work environments. In conclusion, the article emphasizes the importance of designing authentic, problem-based learning environments that engage learners in meaningful, context-rich activities. It suggests that constructive learning will be effectively implemented only if students are evaluated constructively, reflecting the methods embedded in the learning environments.