Jonassen et al. (1995) indicated that their article describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance.

To cover the topic, the authors discussed different issues including the following:
The Recent evolution in learning and instructional design theory: The main point that the authors discussed here was comparing and contrasting: The Symbolic Reasoning Paradigm and the Situated Learning Paradigm.
The Symbolic Reasoning Paradigm focuses on describing the ways that learners uses to process information and on the resulting knowledge. It seeks generalizable and abstract models of learning to describe how individuals think. Symbolic reasoning theorists assume that what is represented in the mind is a reflection of what exists in the real world. On the other hand, Situated Learning Paradigm argues that most learning is context-dependent. What is learned is indexed by the experience surrounding the learning, which assigns meaning to what is learned. Consequently, it argues that as a result this indexing, what is learned in the process of solving real-world problems is much richer and better understood.
The authors pointed out that constructivism provides the psychological/philosophical foundation for situated learning.

Constructivists believe that our personal world is constructed in our minds and that these personal constructions define our personal realities. According to this belief, the mind is the instrument of thinking which interprets events, objects, and perspectives rather than seeking to remember and comprehend an objective knowledge. Constructivists engage the learners so that the knowledge they construct is not inert, but rather usable in new and different situations. Constructivist environments engage learners in knowledge construction through collaborative activities that embed learning in a meaningful context and through reflection on what has been learned through conversation with other learners.
The authors introduce constructivism at a distance. They believe a constructivist approach to knowledge construction and learning can be well supported in distance education settings through a variety of technologies. They argued that those technologies can offer the field of distance education alternative approaches to facilitating learning. Examples include, but not limited to the following: technology-supported environments-computer-mediated communication, computer-supported collaborative work, case-based learning environments ....etc.
Computer-mediated communication technologies: The authors indicated that the power of computer conferencing and electronic mail as constructivist learning tools and environments lies in their capabilities to support conversation and collaboration. Dyads or groups can work together to solve problems, argue about interpretations, negotiate meaning, or engage in other educational activities including coaching, modeling, and scaffolding of performance. Besides those issues, the authors also discussed the following topics in relation to constructivism: Computer-supported collaborative work; situated, case-based learning environments; and cognitive tools for knowledge representation and construction.

They concluded that constructivism can provide theoretical bases for unique and exciting distance learning environment. These environments should emerge from authentic tasks, engage the learners in meaningful, problem-based thinking, and require negotiation of meaning and reflection on what has been learned. They pointed out that distance learning will be more effective when it takes place in stimulating learning environments designed on constructivist principles. This constuctivist model was defined by Jakimovicz and Murphy (1995) as the model that recongnises learning as active development of personal meaning through the interaction of current conceptions and ongoing experiences, presents an approach for adult learners.

This has been proved with cognition and technology group at Vanerbilt. This group designed its materials according to the constructivism principles using the congnitive tools to solve problems. The Jasper series is based on the assumption that thinking is enhanced by access to powerful concepts and not simply through access to a general set of thinking skills. The adventures of Jasper Woodbury consists of 12 videodisc-based adventures that focus on mathematical problem finding and problem solving designed for students in grades 5 and up. Each videodisc contains a short video adventure that ends in a complex challenge. The adventures are designed like good detective novels where all the data necessary to solve the adventure. The Jasper laserdisc adventures have been described to be unique in that they present a believable story that has interesting characters, a complex and extensions to a variety of curricular areas.

To solve the challenge, the students use problem-solving, mathematics concepts and skills, and the laserdisc to find information that was presented as part of the story. It is claimed that the materials for those adventures were designed to bridge the gap between natural learning environments and school learning environments. This project done by the cognition and technology group at Vanerbilt has been proved to be successful in implementing the constructivism principles in an instructional settings. Among the acknowledgments that this project received is by JS McDonnell Foundation. It was stated that "The Congnition and Technology Group at Vanderbilt (CTGV) applied cognitive theory to improve middle school math instruction."

Reference
Jonassen, D.; Davidson, M.; Collins, M.; Campell, J.; & Haag, B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9 (2), 7-26.