Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments
CJLT Volume 29, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.
Young, L. & Young, L. (2003). Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 29(3),. Canadian Network for Innovation in Education.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Shu-Chiao Tsai; B. Davis, University of North Carolina-Charlotte
International Journal of Emerging Technologies in Learning (iJET) Vol. 3, No. 3 (Sep 21, 2008) pp. 45–55
Andrew Brown & Bradley Voltz
The International Review of Research in Open and Distributed Learning Vol. 6, No. 1 (Mar 01, 2005)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.