Understanding the effects of constructivist learning environments: introducing a multi-directional approach

Mobile Learning Trends among Students in Vietnam

“…Proponents of social constructivism maintain that students learn best when undertaking authentic tasks within relevant and meaningful contexts [3] and emphasise the importance of communication and collaboration in the construction of knowledge [4]. A number of research studies have focused on the use of mobile technologies to support learning in both formal and informal settings.…”

The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment

“…The knowledge tests used in this study are a case in point here in that they did not enable learners to demonstrate whether they were better able to apply their understanding of the domain, which also can be regarded as a form of learning gains. It might, thus, be the case that the knowledge tests used were not sensitive enough to gain insight into the possible learning gains in terms of complex learning (Bigelow, 2004;Loyens & Gijbels, 2008). Examining the effects of complex learning in based on acquired declarative knowledge of the domain could, thus, be questioned.…”

How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

“…The need to revisit the nature of ITE and how teachers can best nurture the whole child' is highlighted in many policy developments such as that of Singapore's NIE's (2009) TE 21 -A Teacher Education Model for the 21 st Century. The more personalised approach to teaching as highlighted in the NIE framework is also indicative of changes occurring across twenty three countries within the Asia-Pacific region in relation to the need to "prepare radically new types of teachers" (IRA 2008: 3), in what can be seen as more constructivist approaches to teaching (Loyens and Gijbels 2008). Within such new learning environments, teachers will need to take on a variety of roles acting as mediators and knowledge brokers to scaffold learning appropriately to enable learners to take more responsibility for their own learning as well as address different notions of what is it to be a teaching professional (Lim et al 2009).…”

“…In trying to enhance trainees' understanding of differentiation, we used a PLSP approach informed by a constructivist socio-cultural theoretical framework (Loyens and Gijbels 2008). Underpinning a personal learning styles pedagogy (PLSP) is a desire to improve the conditions for learning for all learners by acknowledging, accommodating and developing difference.…”