Constructivist-based teaching methods have emerged as leading instructional strategies in response to the uncertainty and complexity of the workplace, while often being seen as ‘creating a new learning experience’. Instructional methods of constructivist learning in a digital learning environment aim to establish cognitive presence, select contents and structure learning activities in order to maximize learner's cognitive development. In that respect, socio-cognitive conflicts are increasingly seen as important mechanisms to cognitive development/learning in collaborative learning. However, several experts have raised concerns over the effectiveness of socio-cognitive conflicts on learner’s cognitive development, highlighting the need for innovative methods of instructional design that can help regulate group cognition and facilitate productive communication among learners in group-work. The purpose of our study is to propose a model that can describe and categorise learners’ behavioural intentions in response to socio-cognitive conflicts when learners interact in different groups along the process of knowledge construction of organisational performance measures. The model is conceptually derived from the two dimensions of communicative and instrumental rationality towards social action and the accounting logical function of ends and means. The study features a case application of the model in a management accounting course where students are required to prepare for a set of performance indicators for a business organisation. The model will be useful for instructors willing to investigate learner’s behaviours in constructivist learning environments or develop innovative instructional design methods of internal scripts.
Jean-Yves Le Corre, Xi’an Jiaotong-Liverpool University, China