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

Hardaway, Donald E.; Scamell, Richard W.

doi:10.1111/j.1540-4609.2003.00028.x

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…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%

Situated Learning: Conceptualization and Measurement

Goel

Johnson

Junglas

et al. 2010

Decision Sci J Innov Edu

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A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the research lacks a coherent explanation for how those factors affect it. We propose a conceptualization of learning, termed situated learning, which accounts for these factors. By drawing on situated cognition theory, social learning theory, and the theory of mental models, we identify and measure four components of situated learning, that is, thematic focus, cognitive absorption, social structure, and participation. Among the most important lessons for researchers and practitioners is the need to consider learning as a constellation of the four components instead of an indivisible phenomenon. This perspective can enhance our understanding of cognitive processes, such as information interpretation and decision making.

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Section: Discussion and Limitationssupporting

confidence: 76%

Situated Learning: Conceptualization and Measurement

Goel

Johnson

Junglas

et al. 2010

Decision Sci J Innov Edu

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show abstract

“…“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%

Conceptualizing and Measuring the Optimal Experience of the eLearning Environment*

Davis¹,

Wong²

2007

Decision Sci J Innov Edu

116

101

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Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user experience and relating this to the actual student usage of the eLearning system. This study addresses this gap by conceptualizing and measuring the eLearners' experience from two integrated perspectives: (1) the learners' affective perceptions using the flow model and (2) the learners' technology acceptance using the Technology Acceptance Model. The integrated perspective proposes that the users' acceptance and the affective responses toward a particular system are two important factors in determining the users' intentional and actual behaviors, which in turn, influence user participation and engagement with the system. The data was collected in 2004 directly from 964 students using a Web-based eLearning system called CECIL (www.cecil.edu) at the University of Auckland. The conclusions drawn from the results of the study using a structural equation model support the use of the integrated model for investigating eLearner behavior. The research implications of our findings are discussed.Subject Areas: eLearner Experience, Effectiveness, Flow, System Usage, and Technology Acceptance Model (TAM).

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“…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%

An analysis tool for the assessment of student participation and implementation dynamics in online discussion forums

Pendergast

2006

SIGITE Newsl.

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In order to conduct a successful online forum it is necessary to have a collection of proven provocative discussion topics, a sound technique to implement them, and a consistent way to assess student participation. In this paper I present an analysis tool that helps me evaluate individual student participation, the viability of the forum cases, and their success/failure of their execution. The paper begins with a brief introduction to the ANGEL learning system in use by my university, a review of techniques to promote, facilitate, and assess participation. This is followed by a description of the analysis tool, its operation, and factors that it measures. The paper concludes with lessons learned and opportunities for future work.

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

Cited by 6 publications

References 4 publications

Situated Learning: Conceptualization and Measurement

Situated Learning: Conceptualization and Measurement

Conceptualizing and Measuring the Optimal Experience of the eLearning Environment*

An analysis tool for the assessment of student participation and implementation dynamics in online discussion forums

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