Moving from an Instructivist to a Constructivist Multimedia Learning Environment
Save to My Collections
Herrington, J. & Standen, P. (1999). Moving from an Instructivist to a Constructivist Multimedia Learning Environment. In B. Collis & R. Oliver (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 (pp. 132-137). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17411.
This paper describes the transformation of a multimedia program, designed to teach research skills to business students, from one based on an 'instructivist' model to one underpinned with a constructivist philosophy. The revised program uses the theory of situated learning as a framework for the instructional design, and introduces elements such as authentic context, an authentic activity, collaboration, and opportunities for articulation and reflection, into the learning environment.
- Online Learning and Quality Assurance
- Optimizing Secondary Gifted Students’ Literary Experiences
- An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development
- A Study of Educational Simulations Part II – Interface Design
- A Special Passage Through Asia E-Learning
- The Practitioner’s Model: Designing a Professional Development Program for Online Teaching
- A Study of Educational Simulations Part I - Engagement and Learning.
- Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners
- What Competencies Does the Successful Online Learner Need?
- Measuring Motivation in the Instruction Developed for Blended Courses
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.