Learning and Instruction Volume 11, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd
This study attempts to identify characteristics of constructivism and their presence in face-to-face and open and distance learning (ODL) environments. In phase 1 of this study, a 6-week discussion through an electronic mailing list was carried out to explore the concept of constructivism, the process underlying constructivist learning and its facilitation. In the second phase, a questionnaire was developed and later analysed to ascertain the presence of constructivist principles in formal higher education instructional activities. The results of these studies were very similar and foregrounded the following seven components of constructivist teaching and learning: (1) arguments, discussions, debates, (2) conceptual conflicts and dilemmas, (3) sharing ideas with others, (4) materials and measures targeted toward solutions, (5) reflections and concept investigation, (6) meeting student needs, and (7) making meaning, real-life examples. Based on tutorials analysis (phase 1) and surveys (phase 2) in one university, the findings indicate that these components are not sufficiently present in any of the settings which were investigated, despite the positive intentions that instructional designers had in their planning phase.
Tenenbaum, G., Naidu, S., Jegede, O. & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation. Learning and Instruction, 11(2), 87-111. Elsevier Ltd.
Regina Ju-chun Chu, National Taiwan University of Science & Technology, Taiwan; Chin-chung Tsai & Cathy Weng, National Taiwan University of Science and Technology, Taiwan
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1578–1584
Pedagogy First! Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education
Gareth Morgan & Jean Adams, Schulich School of Business, York University, Canada
Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 129–155
Joe Luca, Edith Cowan University, Australia; Catherine Mcloughlin, Australian Catholic University, Australia
EdMedia + Innovate Learning 2004 (2004) pp. 1468–1474
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