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Mirko Prosen and Sabina Ličen
commonly used in medical training, enhances learners’ critical thinking and
prepares them for professional scenarios. PBL encourages students to work
through real-case scenarios, thus aligning theoretical knowledge with prac-
tical application (Wu et al., ; Wu et al., 3). Studies have shown that
e-learning platforms using constructivist models improve students’ confi-
dence and readiness to face clinical realities (Wu et al., 3).
Incorporating peer assessment into student-centred e-learning, as guided
by constructivist principles, has also been shown to promote critical thinking
and self-efficacy. This approach according to Wang et al. (4) enables stu-
dents to engage in reflective learning, where they analyse their own and oth-
ers’ work, fostering a deeper understanding and continuous improvement.
For example, the ‘Understanding-Evaluation-Backward Evaluation-Reflection
Peer Assessment – UEBR-PA4 approach’, which includes stages of understand-
ing, evaluation, and reflection, has been demonstrated to enhance students’
critical thinking, self-assessment skills, and learning performance in e-learn-
ing environments (Wang et al., 4).
Another valuable application of constructivist principles in e-learning is
design thinking, which supports complex problem-solving and fosters inno-
vation (Stefan, 17). This approach highlights the constructivist emphasis on
(e-)learning through experience and iterative processes. By embedding de-
sign thinking in e-learning, students are encouraged to approach problems
creatively, test solutions iteratively, and learn from experimentation. Research
suggests that such methods increase students’ motivation and problem-solv-
ing abilities, making them better equipped to tackle real-world challenges
(Tsai et al., 3; Wang et al., 4).
Constructivist learning, therefore, not only enhances academic performance
but also prepares students for lifelong learning. By promoting a sense of au-
engage students in active learning by working through complex, real-world problems.
This method places students in collaborative groups, where they analyse a given problem,
identify knowledge gaps, and develop self-directed learning strategies to find solutions. The
underlying philosophy of PBL is constructivist, encouraging students to build their un-
derstanding through exploration, discussion, and reflection, aligning new information with
prior knowledge (Yew & Goh, 16).
4 This constructivist-based peer assessment method is designed to improve the quality and
depth of peer evaluations in educational settings by guiding students through four struc-
tured phases: (1) Understanding – Students start by thoroughly understanding their peers'
work, often using tools like mind mapping to visualise and analyse projects; () Evaluation –
They then perform a detailed evaluation of their peers' work, using an online forum or similar
platforms to provide structured feedback; (3) Backward Evaluation – Students reflect on the
feedback they've received, either agreeing with or constructively responding to evaluations
made by others; (4) Reflection – Finally, they summarise the entire feedback process, incorpo-
rating insights to enhance their own projects (Wang et al., 4).
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