New knowledge as building upon the foundation of
previous learning
Context in shaping learners’ knowledge
development
Learning as an active rather than passive
process,
Language and other social tools in constructing
knowledge
Metacognition and evaluation as a means to
develop learners’ capacity to assess their own learning
A learning environment that is learner-centred
and recognises the importance of multiple perspectives
Knowledge needing to be subject to social
discussion, validation, and application in real world contexts (Honebein, 1996; Jonassen,
1991; Kanuka & Anderson,
1999).