Modern pedagogical approaches

1. Introduction

This activity describes selected contemporary pedagogical approaches that successfully use the capabilities of technology in online and hybrid environments and improve teaching and learning.

New educational models require a change in the entire so-called traditional learning and teaching process and the organisation of a modern educational environment that will be based on modern educational theory. Bransford et al define three basic forms of organisation of the teaching process that can be applied in an electronic educational environment: student-centred education, knowledge and evaluation. By combining these three forms, we create an ideal educational environment for the creation of active and professional individuals, or so-called 21st century citizens who are ready for life in a knowledge society.

Topics that will be covered in the rest of this activity are:

• active learning
• constructivism and collaborative learning
• connectivism
• the role of technology in modern teaching
• changing the role of the teacher (facilitator, mentor) and the student (active participant)
• examples of good practice.

2. Active learning

As we pointed out in the introduction, modern pedagogical approaches are based on an educational environment that is student-centred, knowledge-centred, and evaluation-centred.

Student-centred education is designed so that students are not just recipients of knowledge they receive from teachers, books and other sources of information. Active learning is an approach in which students are cognitively and socially engaged in the learning process rather than passively receiving information. Students actively participate and strive to understand, apply and evaluate knowledge through questioning, discussion and problem-solving. The key idea is that knowledge is constructed through action: the student explains phenomena in his or her own words, compares concepts and connects them to prior experience, thereby encoding what is learned more deeply and retaining it longer.

In practice, active learning is achieved through techniques such as "think-pair-share", short problem tasks, case studies, debate activities, guided experiments and reflective writing. Retrieval practice, spaced repetition and interleaving strategies also help, because they stimulate the effort to recall and transfer knowledge to new situations. Timely, targeted teacher feedback and peer evaluation further strengthen motivation and self-regulation.

For quality implementation, it is important to clearly formulate learning outcomes, set a meaningful challenge and provide a structure for the activity (time, roles, criteria). In an online environment, the same principles can be applied through micro-activities in forums, interactive quizzes, collaborative documents and short video assignments. Special attention should be paid to inclusiveness: enabling different ways of participation, building psychological safety in the classroom and balancing individual and team work, so that all students could actively participate and progress.

When designing with a modern pedagogical approach, the focus is on student activities. Not only what the student will hear and read, but also what activities will deepen their understanding, apply the acquired knowledge, and assess and evaluate the acquired knowledge.

The role of the teacher changes from a transmitter of knowledge to a leader of the learning process, the teacher guides the student with instructions for carrying out activities and provides feedback that encourages active learning.

Below, we will present teaching theories that are based on active learning.

3. Constructivism and modern learning

Constructivism is a modern pedagogical approach that applies active learning, and the uniqueness of the approach is that it enables students to acquire knowledge by actively participating in its construction, based on their own experiences, existing knowledge and reflection. In doing so, the aim is for students to select and process information as independently as possible, create hypotheses and make decisions. Within the framework of such perception, they independently discover principles and laws in the content they are learning. The teacher's role changes: he or she must first introduce the student to a new area and help them discover how to build new knowledge most easily and effectively.

According to constructivist principles, learning should involve students working independently on problems related to the material they need to master, i.e. they should solve more complex tasks related to the real world, use case analyses, work on projects, etc.

In constructivism, evaluation is based on the student's progress through the learning process, and not only on the result or the amount of knowledge acquired.

This means that:

• progress in relation to initial knowledge and skills is recognised and evaluated
• the learning process, the strategies used by the student, his reflection and engagement are evaluated.

Evaluation includes continuous assessment of the student, self-assessment, peer assessment and focus on learning progress and process, not just the result.

In an online environment, the teacher's role is to monitor and evaluate, not only "how much the student knows", but also how much their understanding, skills and ability to apply knowledge have changed.

Social constructivism (Vygotsky, 1978) adds that knowledge is constructed through interaction with others, through dialogue, cooperation and shared problem-solving. The role of the teacher is to encourage collaborative learning, and the design will include pair learning, team learning and shared problem-solving. Contribution to discussions and providing constructive feedback to peers will be valued.

Although different directions have been developed over time within the constructivist paradigm, which is attributed to thinkers such as J. Dewey, J. Piaget, L. Vygotski and J. Bruner, as a whole, it nurtures the idea of the student as an individual who expands and elaborates his or her knowledge in a constructive process — constructive insofar as new information is integrated into existing knowledge. In doing so, not only has the existing structure of knowledge changed, but also the new information acquires additional qualities through this "fitting".

In other words, learning is described within such starting points as a constant process of expanding and (re)organising one's own knowledge. Constructivism introduces a new quality into theories of learning and cognition that have traditionally been dominated by the communicative metaphor. It implied that some body of knowledge, located outside the individual and contained, for example, in a textbook or lecture, was to be transferred to the student. If such communication was not successful, the error was attributed to the message (e.g., the way in which the knowledge of a particular message was organised), the source of the message (inadequacy of the textbook) or the recipient (e.g., the level of the student's prior knowledge). A new and alternative interpretation of the learning process, namely constructivism, interprets that teaching is not a process in which knowledge is communicated, but a constant and active process of knowledge construction.

The basic principles of constructivism, therefore, predict that knowledge is not received passively through the senses or through communication, but is built by an active, thinking object. Knowledge is the organised experiential world of the subject, not an objective ontological reality; it is individual, flexible and constantly changing. Recommendations for the design of educational processes arise from this definition, which instead of the traditional paradigm of teaching, i.e. imparting knowledge, require that the learner questions, checks, rejects or modifies his constructs of reality. In doing so, students are encouraged to independently select and process information as much as possible, create hypotheses and make decisions. Within such a perception, they independently discover principles and laws in the contents they learn. The teacher's role is changing: he must first introduce the student to a new area and help them discover the easiest and most effective way to acquire new knowledge and eventually make them independent so that they learn how to learn on their own (learning to learn).

According to constructivist principles, when learning, students should work as independently as possible on problems related to the material they need to master, i.e. they should solve more complex tasks related to the real world, use case analyses, work on projects, etc. (Špiranec, 2008).

Examples of the constructivist approach in teaching:

• Study of medicine: problem-based learning (PBL). A small team of students is given a description of a patient and, by activating prior knowledge, formulates what they know and what they need to investigate. This is followed by independent and team study of sources, creation of a concept map and discussion with guided questioning. It ends with a short reflection on how the new knowledge was constructed and how to apply it in a clinical decision.
• Study of computer science: project-based learning (PjBL). Students design and develop an IoT (Internet of Things) prototype for a real user. They iteratively test the solution, keep a learning journal, plan work on the kanban board and regularly do peer evaluation. Knowledge is created through design, trial and error, and public product demonstration.
• Study of humanities and social sciences: social annotation and inquiry. In a digital environment, students jointly record and comment on primary sources (e.g. text, map, artefact), compare perspectives and jointly define success criteria. From these notes, they develop interpretations and mini-case studies, which they then present and revise according to feedback. The emphasis is on joint construction of meaning and metacognition.

4. Connectivism

A significant contemporary approach to teaching is connectivism, a learning theory that emerged at a time when the application of digital technology in education already enabled not only classical teaching supported by technology, but also teaching that was conducted entirely online.

According to George Siemens and Stephen Downes, the authors of connectivism theory, learning is no longer just a process that takes place within the individual, but also involves external networks: technology, digital tools, databases and other people. Active learning in connectivism is a process of connection. In the learning process, the student recognises that knowledge is networked, that information is not stored only in the human mind, but in the entire network of digital and social sources. The ability to find information is more important than having information.

In online and hybrid classes, connectivism is achieved by directing students to identify, build and maintain connections with different nodes of knowledge:

• people: fellow students, teachers, mentors, experts, online communities, forums, social networks (e.g. LinkedIn, ResearchGate)
• sources of information: educational content of the course itself, external sources
• systems: technological platforms and digital tools that enable the connection and exchange of information, e.g. internet browsers, learning management systems, social networks, knowledge bases or artificial intelligence tools.

By combining constructivist and connectivist approaches in online and hybrid teaching, not only are the desired learning outcomes achieved, but students are also empowered with skills for continuous learning and improvement. With constructivism, the student continues to build new knowledge on the foundations of existing knowledge, skills and attitudes, while with connectivism, the student establishes connections, and learning is a long-term dynamic process of adapting to new information and connections.

5. The role of technology in modern teaching

The role of technology in modern teaching is not limited to the mere use of digital tools, but to the pedagogically designed integration of technology into the teaching and learning process. Technology is the key to changing the approach to learning and teaching because it allows for greater flexibility and personalisation, while supporting modern pedagogical approaches such as constructivism and connectivism. Technology can significantly improve the knowledge-oriented environment because it can present information in a multimedia, dynamic and interactive way, and improve assessment using various digital tools.

Digital tools enable students to access various sources of knowledge, communicate and collaborate synchronously and asynchronously, at a time and location that suits them. By using Learning Management Systems (LMS), cloud-based collaboration tools and interactive multimedia resources, students can actively participate in a virtual environment that is not just a replacement for traditional face-to-face instruction, but an environment that supports modern teaching approaches. A knowledge-oriented environment uses various technological functionalities that can make content technically and visually engaging, dynamic, interactive and adapted for computer-based learning.
Technology also supports different learning styles: visual, auditory and kinesthetic, and enables inclusive education. In a digital environment, students learn to manage information, find and critically evaluate sources and create digital content, which are key competencies of 21st century citizens.
For teachers, technology is a tool that enables personalised monitoring of student progress, engagement levels and performance, which allows the teacher to timely adjust content and activities, evaluate the process and provide feedback.
Ultimately, technology does not replace human interaction but rather supports and complements it. When well integrated, technology becomes an invisible infrastructure that supports deeper learning, creativity and a collaborative learning culture.

A teacher in an online environment must replace the absence of live communication and collaboration with technology-supported activities, ensuring a variety of communication channels and supportive timely feedback so that the student does not feel lost or unsupported. A teacher in a hybrid environment should carefully assess to what extent and which activities promote better learning if they take place in an online environment or live.

6. Changing the role of the teacher (facilitator, mentor) and the student (active participant)

Modern pedagogical approaches are based on a design in which the teacher is no longer the sole source of knowledge, and the student is no longer a passive recipient of information. Instead of the traditional model of "lecture and reproduction", the emphasis is placed on active student participation, collaboration, critical thinking and self-regulated learning.

The role of the teacher is gradually changing to that of facilitator, mentor and learning designer. The teacher directs, encourages and moderates the learning process, instead of merely transmitting ready-made information. He creates an environment in which students can explore, experiment and draw conclusions. The focus shifts from the question "What will I teach?" to "How will my students learn best?". The teacher becomes a mentor who supports the development of metacognitive and social-emotional skills in students and a facilitator who encourages discussions and teamwork, helping with questions, sub-questions and feedback so that students build new knowledge, establish new connections and successful collaborations in discussions and teamwork with their own original contribution.

Student-centred environments require teachers to understand that students construct their own meanings based on their existing experiences, knowledge, attitudes, and cultural and educational practices. Teachers seek to gain insight into what students know, what their interests are, what each student knows, what is important to them, what they can and want to learn. Assessment is then directed towards considering student engagement and progress, not just the level of knowledge and skills achieved.

At the same time, the student becomes an active participant in the educational process as a researcher, collaborator and creator of knowledge. The student is expected to have greater autonomy, responsibility and initiative. In modern pedagogical approaches in online and hybrid teaching, the student takes an active role in planning his/her time, selecting sources, monitoring progress and self-assessment.

The teaching environment thus becomes a two-way and dynamic space of interaction where students and teachers jointly build knowledge. The teacher's role is to design assignments that encourage inquiry and reflection, while students actively contribute to the learning community through sharing experiences, solving problems and creating digital content.

The goal of changing roles is not only more efficient acquisition of knowledge, but also the development of competences for lifelong learning, critical thinking and independence in new and unpredictable contexts — fundamental features of education in the 21st century.

7. Examples of good practice

Examples of the constructivist approach in teaching:

• Study of medicine: problem-based learning (PBL). A small team of students is given a description of a patient and, by activating prior knowledge, formulates what they know and what they need to investigate. This is followed by independent and team study of sources, creation of a concept map and discussion with guided questioning. It ends with a short reflection on how the new knowledge was constructed and how to apply it in a clinical decision.
• Study of computer science: project-based learning (PjBL). Students design and develop an IoT (Internet of Things) prototype for a real user. They iteratively test the solution, keep a learning journal, plan work on the kanban board and regularly do peer evaluation. Knowledge is created through design, trial and error, and public product demonstration.
• Study of humanities and social sciences: social annotation and inquiry. In a digital environment, students jointly record and comment on primary sources (e.g. text, map, artefact), compare perspectives and jointly define success criteria. From these notes, they develop interpretations and mini-case studies, which they then present and revise according to feedback. The emphasis is on joint construction of meaning and metacognition.

8. Literature

• Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2. http://www.itdl.org/Journal/Jan_05/article01.htm
• Nikčević-Milković, A. (2004). ACTIVE LEARNING AT THE HIGHER EDUCATION LEVEL. Život i škola, L (12), 47-54.
• Theoretical framework: Constructivism theory. CARNET - Arhiva 2021 Loomen. https://arhiva-2021.loomen.carnet.hr/mod/book/view.php?id=168693
• Babić, N. (2007). Constructivism and Pedagogy. Pedagogijska istraživanja, 4 (2), 217-227.
• Active learning: Center for teaching innovation. Active Learning | Center for Teaching Innovation. (n.d.). https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/active-learning
• Active Learning: The Derek Bok Center for Teaching and Learning. Harvard University. https://bokcenter.harvard.edu/active-learning
• Connectivism Learning Theory. Western Governors University. https://www.wgu.edu/blog/connectivism-learning-theory2105.html
• Špiranec, Sonja & Banek Zorica, Mihaela (2008). Information Literacy: Theoretical Framework and Starting Points. Zagreb: Institute for Information Studies, Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb.