From Content Delivery to Knowledge Construction

Rethinking Digital Pedagogical Models

Authors

DOI:

https://doi.org/10.56741/jetia.v1i01.983


Keywords:

Active Learning, Constructivism, Digital Pedagogy, Knowledge Construction, Learner-Centered Education

Abstract

In the context of digital transformation in education, traditional pedagogical models centered on content delivery are increasingly being questioned. The focus is shifting towards models that prioritize knowledge construction, where students engage actively with the content to build deeper understanding. This article examines how digital pedagogical models can evolve from a teacher-centered approach to a learner-centered one, fostering an environment where learners co-create knowledge. It discusses the challenges and opportunities that come with this shift and proposes a conceptual framework for digital pedagogical practices that align with constructivist principles. Through analysis of existing literature, this paper highlights the key factors influencing effective digital pedagogy, including technology integration, learner engagement, and the role of educators in facilitating active learning. The results and discussion section also incorporates practical examples, presenting tables with detailed comparisons of different digital pedagogical strategies, illustrating their benefits and limitations.

Author Biographies

Handy Ferdiansyah, Universitas Muhammadiyah Sidenreng Rappang

is a doctoral education student in the S3 Learning Technology study program at the State University of Malang. Besides being a student, he is also an Assistant Professor lecturer at the faculty of teacher training and education at a private university, namely the Muhammadiyah University of Sidenreng Rappang, since 2020. The research conducted is related to educational technology, learning media, and learning strategies such as multimedia learning, blended learning, video, IoT, to local wisdom. (email: handy.ferdiansyah.888@gmail.com).

Aprinda Maharani, STMIK Profesional Makassar

is an undergraduate student majoring in Information Systems at STMIK Profesional Makassar, South Sulawesi, Indonesia. Her academic interests focus on the intersection of technology and human behavior, particularly in areas such as digital communication, virtual relationships, online social dynamics, and the psychological impacts of emerging technologies. She aspires to contribute to the development of user-centered digital platforms that support healthy social interaction and emotional well-being. (email: aprindamaharani5@gmail.com).

Benjamin Laurentino Vaz, Instituto Superior Cristal

is a doctoral education student in the S3 Learning Technology study program at the State University of Malang. Besides being a student, he is also a lecturer at the Faculty of Education at a private university, namely Instituto Superior Cristal (ISC), since 2018. The research conducted is related to educational technology, learning media, and learning strategies such as multimedia learning, blended learning, to local wisdom. (email: benjaminlvaz@gmail.com).

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Published

2025-05-14

How to Cite

Ferdiansyah, H., Maharani, A., & Vaz, B. L. (2025). From Content Delivery to Knowledge Construction: Rethinking Digital Pedagogical Models. Journal of Educational Technology Innovation and Applications, 1(01), 14–20. https://doi.org/10.56741/jetia.v1i01.983

Issue

Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications

Section

Articles

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Copyright (c) 2025 Handy Ferdiansyah, Aprinda Maharani, Benjamin Laurentino Vaz

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