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ERIC Number: ED557928
Record Type: Non-Journal
Publication Date: 1998-Nov-21
Pages: 9
Abstractor: As Provided
Reference Count: 18
Constructivist Instructional Design Models for Web-Based Adult Education
Blodgett-McDeavitt, Cynthia
Online Submission, Paper presented at the American Association of Adult and Continuing Education National Conference (Phoenix, AZ, Nov 18-22, 1998)
Educators have long sought for ways to improve student learning. With the introduction of technology to the instructional setting, possibilities for finding new strategies to improve learning have been, and continue to be, explored. To make the leap to student-centered, technologically-mediated instruction requires exploration of both change in the teacher's understanding of how best to teach, as well as understanding the different dynamics of the technology-mediated learning setting. Learner-centered approaches to teaching, including situated or contextual learning, collaborative learning, and integrated theme-based instruction, are gaining advocates (Dirkx & Prenger, 1997; Imel, 1991; Slavin, 1981). However, discussions continue as educators strive to resolve the tensions presented by changes in teaching practice and learning environments. Constructivism, Objectivism, Integrated Thematic Curricula, and Cognitive Flexibility Theory present design and theory frameworks that can move technology-mediated teaching and learning into the non-linear environment of the Web-based.
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A