A Concept Model For Learning
R. Min, P. Kommers, H. Vos, University of Twente ; C. van Dijkum, University of Utrecht
Journal of Interactive Learning Research Volume 11, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
For years, it has been attempted within educational science to establish the process of learning. A lot is known about instruction, but as to learning and acquiring knowledge and insight, we still know very little. A lot of research is conducted on methods of instruction, but very little on learning with learning tools. In this article, an attempt is made to do so. Discussions should then be: how can a learning process be turned into a model? And, how can learning be modeled? First, there should be a conceptual model with the basic entities and the relations between them. Recently, a committee of the Ministery of Education and Science introduced the political concept "study-fairness," an extra reason to lay down the points of application of these concepts in a larger, meaningful context and an understandable model so that each concept can be applied in the overall learning process. In this article, we want to construct a clear and irrefutable model, an analogon, to describe the phenomenon of learning. This might, in the long run, help us identify the fundamentals of learning. We consider learning as a student activity, and instruction, on the other hand, as a relatively static condition. (Not to be confused with the traditional teacher role.)
Min, R., Kommers, P., Vos, H. & Dijkum, C.v. (2000). A Concept Model For Learning. Journal of Interactive Learning Research, 11(3), 485-506. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)