2003
DOI: 10.1111/j.1540-4609.2003.00028.x
|View full text |Cite
|
Sign up to set email alerts
|

A Course Design That Features a Constructivist Approach to Teaching Introduction to Information Technology

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

1
4
0

Year Published

2006
2006
2018
2018

Publication Types

Select...
5
1

Relationship

0
6

Authors

Journals

citations
Cited by 6 publications
(5 citation statements)
references
References 4 publications
1
4
0
Order By: Relevance
“…Learning can be observed through the change in mental models of individuals pertaining to the subject matter of the learning activity. From a broad perspective, our research supports a constructivist view of learning-one in which learners construct mental models of the phenomenon being learned rather than being passive receivers of knowledge (Hardaway & Scamell, 2003). Our empirical data support our theorization of situated learning.…”
Section: Discussion and Limitationssupporting
confidence: 76%
“…Learning can be observed through the change in mental models of individuals pertaining to the subject matter of the learning activity. From a broad perspective, our research supports a constructivist view of learning-one in which learners construct mental models of the phenomenon being learned rather than being passive receivers of knowledge (Hardaway & Scamell, 2003). Our empirical data support our theorization of situated learning.…”
Section: Discussion and Limitationssupporting
confidence: 76%
“…“Meaning is not imposed or transmitted by direct instruction, but is created by the students' learning activities, [by] their ‘approaches to learning …” (Biggs, 1999, p. 12). Moore (1989) argued that there are three primary types of interaction that can occur either synchronously or asynchronously: learner–content interaction, learner–instructor interaction, and learner–learner interaction (Hardaway & Scamell, 2003; Moore, 1989). These types of interactions are important in eLearning because they also facilitate peer interactions, collaborative learning, and peer review.…”
Section: Conceptual Foundationsmentioning
confidence: 99%
“…When used in a business setting, the nominal group technique helps to balance participation and influence across the participants, produces a greater number of creative ideas, and leads to a sense of closure and accomplishment [4]. [5] successfully used a similar technique for evaluating an MBA level class.…”
Section: Discussion Formatmentioning
confidence: 99%