Open AccessBridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments
Author(s) -
Leah Bendell Young
Publication year - 2003
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/t2ng60
Subject(s) - constructivist teaching methods , objectivism , computer science , adaptation (eye) , instructional design , learning theory , bridging (networking) , rationality , learning environment , learning sciences , educational technology , constructivism (international relations) , mathematics education , teaching method , human–computer interaction , multimedia , psychology , epistemology , computer network , philosophy , international relations , neuroscience , politics , political science , law
. 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.