Contributions and Shortcomings of Classical Learning Theories as Applied to E-Learning: A Literature Review

Kibuku, Rachael Njeri; Ochieng, Daniel Orwa

doi:10.23919/istafrica.2019.8764886

Cited by 3 publications

(6 citation statements)

References 18 publications

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“…Arguably, the constructivist methodology itself has historically been more focused on teaching mathematics; it has been shaped by this empirical base (Asamoah & Oheneba-Sakyi, 2017;Koptseva, 2020). Nevertheless, the results obtained in this study are consistent with those of other researchers in several countries regarding the application of constructivist methodology and its learning tools in the humanities (Kibuku & Ochieng, 2019;Koloszár & Zsolt, 2020;Korucu & Cakir, 2018).…”

Section: Discussionsupporting

confidence: 86%

“…It is the presence of significant problems in mastering and understanding the material in independent assimilation and analysis that demonstrates the need to involve the principles of constructivist pedagogy in the process of e-learning, especially with its mass introduction in universities and schools. The technical challenges and unpreparedness of pedagogy for total remote learning are beyond the scope of this study, but these difficulties have been reported by researchers all over the world (Kibuku & Ochieng, 2019;Koloszár & Zsolt, 2020;Korucu & Cakir, 2018;Maré & Mutezo, 2020).…”

Section: Resultsmentioning

confidence: 97%

“…It has become common in developing countries going through processes of adapting their educational systems to the standards and requirements of the 21st century (Hadullo et al, 2018;Goh et al, 2020). E-learning is actively adopting constructivist approaches to learning, but it faces several challenges (Hadullo et al, 2018;Basuhail, 2019;Kibuku & Ochieng, 2019). Part of the problem is the digital distance between a teacher and a student.…”

Section: Conceptual or Theoretical Frameworkmentioning

confidence: 99%

“…The fact that most children grow up in an increasingly complex digital environment requires developing appropriate skills to use this environment as an effective learning environment (Aboagye et al, 2021;Kibuku & Ochieng, 2019). A constructivist philosophy of education can act as a solid foundation for students to develop the skill of independent knowledge modeling and its effective application from an early stage of learning (Asamoah & Oheneba-Sakyi, 2017).…”

Section: Related Researchmentioning

confidence: 99%

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Constructivist pedagogy in E-learning: Solving problems of interaction with a student

Berestova

Anisimova

Morugina

et al. 2022

WJET

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The study focuses on improving e-learning effectiveness and its implementation during the COVID-19-induced lockdown. The study involved 328 students aged 20 to 24 years with an equal number of males and females. Research shows that e-learning is mostly used together with embedded pedagogical tools and technologies rather than single training programs to improve the quality of teaching based on a unified method. Constructivism is an effective approach for this purpose. The research results can be used in programs with embedded learning elements based on constructivist pedagogy in online and blended learning at higher educational institutions. Keywords: e-learning; constructivism; student-teacher interaction; problem-based learning; student-centered learning; individual learning path

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Section: Discussionsupporting

confidence: 86%

Section: Resultsmentioning

confidence: 97%

Section: Conceptual or Theoretical Frameworkmentioning

confidence: 99%

Section: Related Researchmentioning

confidence: 99%

See 2 more Smart Citations

Constructivist pedagogy in E-learning: Solving problems of interaction with a student

Berestova

Anisimova

Morugina

et al. 2022

WJET

View full text Add to dashboard Cite

show abstract

“…This is similar to classical learning where the teacher must provide learning to students in large numbers. In conventional learning, the teacher has full control during the learning process (Khabibah & Sulaiman, 2018;Kibuku & Ochieng, 2019;Wongsri, 2010). If the teacher is not able to control learning, students become difficult to control and students become busy in the class (Asmar & Delyana, 2020;Cheon & Reeve, 2015).…”

Section: Figure 1 Student Portfoliosmentioning

confidence: 99%

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

Priatna

Lorenzia²,

Widodo

2020

Journal for the Education of Gifted Young Scientists

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The development of learning models based on integrated STEM lower secondary education projects has not yet been carried out. The integration of STEM into education is necessary because the high demand for human resources in 21st century STEM mastery-based learning provides space for students to choose activities to be carried out during learning, it also presents great opportunities for teachers to observe activity in developing student abilities. Quantitatively, an integrated project-based STEM learning model can improve students' critical thinking skills in mathematics in junior high school.In this regard, this study aims to develop project-based teaching materials that present mathematical topics combined with other STEM field teachers. The research method used is research and development. In this study only carried out at the stage of testing the validity of teaching materials that have been developed. Data collected during the study are material content validity evaluation sheets, advance validity, and construct validity, as well as conclusions on the feasibility of teaching materials. The data obtained were tested using Q-Cochran. The results showed that the integrated Project-Based Learning STEM teaching materials had passed the pace of development, an examination by judicial experts, and expert media testing to validate teaching materials. The validation results show that the face validity and the content validity of the teaching materials are valid and feasible. Then the results of construct validity are included in the validity of very good to very good. Then the validity of each item on the evaluation shows the high validity of the dominant values. It can be concluded from this study that the teaching materials developed have high flexibility, the instructions contained in the teaching materials are easily understood by students, and are suitable for use in a limited scope.

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Usability and user experience of Moodle learning management system into higher learning of Tanzania

Mwengwa

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According to previous works, Learning Management Systems (LMSs) have been facing obsolete rendering barriers such as accessibility of the system due to network disruption and bandwidth expenses, Digital literacy, user’s perception towards the use of an online LMS in taking a course, policies towards E-learning acceleration and support, Information literacy, technological barriers, lack of relevant technical training and assistance in using LMS for the instructors, LMS’s lack the ability to cater for the cultural differences, navigational issues, and misrepresentation of contents and insufficient content and credible resources. This study applied a mixed methodology and data collection was carried online, with sample survey of open and closed ended questionnaires and online interviews. Sampling technic used was snowball and the case of convenience which involved 338 participants inclusive of 112 facilitators/teachers and 226 students. Identified prominent existing barrier by users was navigational issues, and misrepresentation of contents, which associated user experience and usability issues, using an open and free learning management system Moodle, a “Jifunze kwa Moodle” prototype was created. Assessment was conducted to identify tools to be applied and improve user experience and usability in the final prototype of the “Jifunze Kwa Moodle” platform using Rapid Application Development. Online teaching and learning tools such as H5P and BigBlueButton were integrated into the platform to entice interaction between facilitator and students. The platform was shared, and only 20 users had accomplished the tasks assigned, thus 6 facilitators and 14 students. Users assessed the platform through task-based scenarios so as to accommodate responses and improve the platform, tasks such as initiating a class using H5P and BigBlueButton were essential for the instructors and students had to attend some sessions. Conclusively this study opens up the opportunity to engage in making learning management systems user friendly, interactive and simpler using online teaching and learning tools to accommodate different users’ need.

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Contributions and Shortcomings of Classical Learning Theories as Applied to E-Learning: A Literature Review

Cited by 3 publications

References 18 publications

Constructivist pedagogy in E-learning: Solving problems of interaction with a student

Constructivist pedagogy in E-learning: Solving problems of interaction with a student

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

Usability and user experience of Moodle learning management system into higher learning of Tanzania

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