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ERIC Number: EJ1014077
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0013-1962
How Task-Centered Learning Differs from Problem-Based Learning: Epistemological Influences, Goals, and Prescriptions
Francom, Gregory M.; Gardner, Joel L.
Educational Technology, v53 n3 p33-38 May-Jun 2013
Many recent models of learning and instruction center learning on real-world tasks and problems to support knowledge application and transfer. Among these models are problem-based learning and task-centered learning, two different approaches to learning that are often mistaken for one another. However, there are important distinctions between these two approaches to learning with regard to epistemological influences, goals, and prescriptions. In this article the authors provide a description of task-centered learning and differentiate it from the concept of problem-based learning. (Contains 1 table and 1 figure.)
Educational Technology Publications. 700 Palisade Avenue, Englewood Cliffs, NJ 07632-0564. Tel: 800-952-2665; Web site: http://www.bookstoread.com/etp
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A