The Design of Web-based Learning Environments Enhancing Mental Model Construction

Kanjug, Issara; Chaijaroen, Sumalee

doi:10.1016/j.sbspro.2012.06.025

Cited by 15 publications

(5 citation statements)

References 1 publication

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“…Web-based learning materials may be repeatedly visited to facilitate the comprehensive understanding of a case and thus facilitate in-depth learning and understanding. This method may provide directions for Web-based CBL development and educational research to focus on CBL design for multimedia learning environments (Kanjug & Chaijaroen, 2012). (Kember, Leung, & Ma, 2007).…”

Section: Critical Thinking and Problem Solvingmentioning

confidence: 99%

Case-Based Web Learning Versus Face-to-Face Learning

Chan¹,

Sit

Wong

et al. 2016

Journal of Nursing Research

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Section: Critical Thinking and Problem Solvingmentioning

confidence: 99%

Case-Based Web Learning Versus Face-to-Face Learning

Chan¹,

Sit

Wong

et al. 2016

Journal of Nursing Research

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“…While the student carries out a subjective construction, what individuals share with one another, the use of multiple viewpoints, and the interactions of these viewpoints occupy an important place as well (Aliakbari et al, 2015;Johnson, 2014;Tinker, 1997;Cennamo, Abell and Chung, 1996;Jonassen, 1994). Kanjug and Chaijaroen (2012) stated that learning environments designed with a constructivist approach to enable the students to acquire the desired knowledge and skills and to form mental models without spending time and exerting efforts should support such behaviours as establishing dialogues, knowledge sharing, reflecting individual meanings, and interacting. Some researchers have mentioned that the students need to question different understandings and explain their own perspectives in a constructivist learning environment or material (Aqda, Hamidi and Ghorbandordinejad, 2011;Karagiorgi and Symeou, 2005;McKenna and Laycock, 2004).…”

Section: Constructivist Learning Theoriesmentioning

confidence: 99%

Application of Learning Theories in Online Instructional Environments and Materials: A Study for Developing a Set of Criteria

Şanal

Akçay

Tutulmaz³

et al. 2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study was to develop a set of agreed criteria for the examination or formation of online instructional environments and materials from the viewpoint of learning theories. Based on the understanding that the guidance of learning theories is needed in all stages of an instructional design process from planning to implementation, this study first examined the behaviourist, cognitive, and constructivist learning theories about learning. Instructional practice examples were then examined to determine statements showing how these explanations reflect on the instructional environments or materials. The first statements revised in line with the expert opinions were turned into a 5-point Likert type scale. The opinions of the experts were received on the scale and the necessary revisions were made. Using the 70-item scale, six different open access instructional materials from the Educational Informatics Network (EBA) were examinedContent validity indices were calculated based on the opinions of 26 experts for the final scale, for which the acceptable levels of conformity were determined. At the end of the final review, a set of criteria consisting of 60 items was developed.

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“…The theory argues that social interaction is necessary for development, conscious learning, and cognitive growth (Vygotsky, 1962(Vygotsky, , 1978. In learning environments characterized by these views, the formation of mental models for education depends on students sharing their ideas, opinions, experiences, and knowledge, being in communication and interaction, and reflecting their meanings (Aqda et al, 2011;Kanjug & Chaijaroen, 2012). In this respect, students' interaction, communication, and information sharing with others are all factors that facilitate learning.…”

Section: Introductionmentioning

confidence: 99%

Cyberostracism and knowledge sharing: The mediating role of social anxiety in e-learning environments

Akçay

Kayiş

2023

Journal of Educational Technology and Online Learning

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Ostracized individuals face a series of negative situations and feel social anxiety during their interactions with others. However, individuals with social anxiety may not share their knowledge because of the discomfort they experience in interactions. The aim of this study is to examine the mediating role of social anxiety in learner–learner interaction in terms of the relationship between cyberostracism and knowledge sharing in e-learning environments. A total of 268 pre-service teachers participated in the study. The study determined the relationship between the variables with Pearson’s correlation coefficients and used a regression-based mediation test to examine the mediator model. It found that cyberostracism was positively related to social anxiety in learner–learner interactions in e-learning environments and negatively associated with knowledge sharing. There was also a negative relationship between social anxiety and knowledge sharing. Moreover, cyberostracism predicted knowledge sharing in e-learning environments. Finally, we determined that social anxiety in learner–learner interactions was the full mediator in the relationship between cyberostracism and knowledge sharing. Therefore, it can be argued that cyberostracism is not a direct predictor of pre-service teachers’ knowledge sharing behavior in e-learning environments and pre-service teachers avoid knowledge sharing due to social anxiety caused by cyberostracism. The research results also led to suggestions for practice and research.

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The Design of Web-based Learning Environments Enhancing Mental Model Construction

Cited by 15 publications

References 1 publication

Case-Based Web Learning Versus Face-to-Face Learning

Case-Based Web Learning Versus Face-to-Face Learning

Application of Learning Theories in Online Instructional Environments and Materials: A Study for Developing a Set of Criteria

Cyberostracism and knowledge sharing: The mediating role of social anxiety in e-learning environments

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