Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments
Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist enviro...
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| Format: | Article |
| Language: | English |
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The Canadian Network for Innovation in Education (CNIE)
2003-10-01
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| Series: | Canadian Journal of Learning and Technology |
| Online Access: | http://www.cjlt.ca/index.php/cjlt/article/view/26542 |
| Summary: | Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments. |
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| ISSN: | 1499-6677 1499-6685 |