E-Learning and Constructivism: From Theory to Application

Koohang, Alex; Riley, Liz; Smith, Terry J.; Schreurs, Jeanne

doi:10.28945/3321

Cited by 68 publications

(81 citation statements)

References 2 publications

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“…Meaning is created by the learner as new information is linked to the learner's existing knowledge base. Instructors provide important direction and guidance in the learning process; however, the student's mind determines what is learned by what it receives from the outside world (Koohang, Riley, & Smith, 2009). Constructivism is able to provide a more complete picture of the conditions for learning including the learner's mental processes and the incorporation of the learner's individual differences in the instructional design process (Tennyson, 2010).…”

Section: Constructivismmentioning

confidence: 99%

“…Goals for learning include the use of realistic and relevant content, the introduction of multiple perspectives, and positive reinforcement to encourage students to take ownership in their own learning process (Koohang et al, 2009). Providing multiple contexts for presenting the content allows learners to develop their own individual representation and interpretation of the information.…”

Section: Constructivismmentioning

confidence: 99%

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Multimedia Instructional Tools and Student Learning in a Computer Applications Course

Chapman

Wang

2015

International Journal of Information and Communication Technology Education

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Advances in technology and changes in educational strategies have resulted in the integration of technology in the classroom. Multimedia instructional tools (MMIT) provide student-centered active-learning instructional activities. MMITs are common in introductory computer applications courses based on the premise that MMITs should increase student learning. This study examined the use of MMIT in an introductory computer applications course to determine if a significant relationship existed between the level of use of the MMIT and student learning. Subjects included students enrolled in an online introductory computer applications course at one southeastern university. The researchers used descriptive statistics to demonstrate students' use of the MMIT and used pre and post-course test scores to determine changes in learning. This study revealed no significant impact on student learning based on level of use of the MMIT grader assignments or training activities. A significant difference was found for the level of use of MMIT quizzes.

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Section: Constructivismmentioning

confidence: 99%

Section: Constructivismmentioning

confidence: 99%

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

Chapman

Wang

2015

International Journal of Information and Communication Technology Education

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“…Constructivism assumes that learning is a social process within which students construct their own meaning of the presented knowledge. Therefore, it requires alternative teaching techniques where classroom discussions and project-based assignments replace traditional classroom lecturing and tests (Koohang, Riley, Smith, & Schreurs, 2009;Overbaya, Patterson, Vasua, & Grablec, 2010).…”

Section: T Th He E I Id De Eo Ol Lo Og Gi Ic Ca Al L F Fr Ra Am Me Ewmentioning

confidence: 99%

Reinforcing moderation: University instructors’ role in incorporating social networks to promote critical thinking among female Umm Al-Qura students

Abrahym¹

2018

مجلة کلیة التربیة فى العلوم التربویة

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‫بية‬ ‫الرت‬ ‫كلية‬ ‫جملة‬ -‫مشس‬ ‫عني‬ ‫جامعة‬ ) 43 ) ‫العدد‬ ‫الثاىن‬ ‫األربعون‬ ‫و‬ ‫(اجلزء‬ ‫االول‬ ) 2018 R Re ei in nf fo or rc ci in ng g m mo od de er ra at ti io on n: : U Un ni iv ve er rs si it ty y i in ns st tr ru uc ct to or rs s' ' r ro ol le e i in n i in nc co or rp po or ra at ti in ng g s so oc ci ia al l n ne et tw wo or rk ks s t to o p pr ro om mo ot te e c cr ri it ti ic ca al l t th hi in nk ki in ng g a am mo on ng g f fe em ma al le e U Um mm m A Al l--Q Qu ur ra a s st tu ud de en nt ts s Lolowah Abdulkarim Abrahym ALQowaify ( (S Su un nn na a P Pr ro op ph he et t M Mo oh ha am mm me ed d D De ep pa ar rt tm me en nt t) ) H Ha an na an n S Sa al la ah h E EL L--D De ee en n M Mo oh ha am me ed d E EL L--H Ha al la aw wa an ny y ( (I Is sl la am mi ic c a an nd d C Co om mp pa ar ra at ti iv ve e E Ed du uc ca at ti io on n D De ep pa ar rt tm me en nt t) ) A Am ma al l M Mo oh ha am me ed d H Ha as ss sa an n O Ot ta ai ib ba a ( (I Is sl la am mi ic c a an nd d C Co om mp pa ar ra at ti iv ve e E Ed du uc ca at ti io on n D De ep pa ar rt tm me en nt t) ) ‫العربية‬ ‫باللغة‬ ‫البحث‬ ‫ملخص‬ ‫هيئة‬ ‫أعضاء‬ ‫يؤديه‬ ‫أن‬ ‫يمكن‬ ‫الذي‬ ‫الدور‬ ‫عن‬ ‫الكشف‬ ‫إلى‬ ‫الحالي‬ ‫البحث‬ ‫هدف‬ ‫يق‬ ‫طر‬ ‫عن‬ ‫وذلك‬ ‫الطالبات؛‬ ‫لدى‬ ‫الوسطية‬ ‫يز‬ ‫تعز‬ ‫أجل‬ ‫من‬ ‫القرى؛‬ ‫أم‬ ‫جامعة‬ ‫في‬ ‫يس‬ ‫التدر‬ ‫في‬ ‫االجتماعي‬ ‫اصل‬ ‫التو‬ ‫شبكات‬ ‫توظيف‬ ‫خالل‬ ‫من‬ ‫لديهن؛‬ ‫الناقد‬ ‫التفكير‬ ‫ات‬ ‫مهار‬ ‫تنمية‬ ‫الصفي‬ ‫األنشطة‬ ‫ة‬ . ‫إعداد‬ ‫من‬ ‫البحثي،‬ ‫المشروع‬ ‫من‬ ‫األولى‬ ‫اسة‬ ‫الدر‬ ‫عنها‬ ‫أسفرت‬ ‫التي‬ ‫النتائج‬ ‫كشفت‬ ‫ولقد‬ ‫من‬ ‫سلسلة‬ ‫تتصمن‬ ‫العقلية،‬ ‫آلياته‬ ‫له‬ ‫ثقافي‬ ‫نسق‬ ‫الوسطية‬ ‫أن‬ ‫عن‬ ‫الحاليات؛‬ ‫الباحثات‬ ‫التفكير‬ ‫بين‬ ‫العالقة‬ ‫أن‬ ‫و‬ ‫الناقد،‬ ‫التفكير‬ ‫على‬ ‫األساس‬ ‫في‬ ‫تعتمد‬ ‫التي‬ ‫ية‬ ‫الفكر‬ ‫العمليات‬ ‫الوسط‬ ‫وبين‬ ‫الناقد‬ ‫الوسطية‬ ‫يز‬ ‫تعز‬ ‫أن‬ ‫تأكد‬ ‫فقد‬ ‫وعليه‬ ‫ية.‬ ‫ومركز‬ ‫وتبادلية‬ ‫مهمة‬ ‫عالقة‬ ‫ية‬ ‫أن‬ ‫يحتاج‬ ‫االجتماعي؛‬ ‫اصل‬ ‫التو‬ ‫شبكات‬ ‫توظيف‬ ‫خالل‬ ‫من‬ ‫القرى؛‬ ‫أم‬ ‫جامعة‬ ‫طالبات‬ ‫لدى‬ ‫بداية.‬ ‫الناقد‬ ‫التفكير‬ ‫ات‬ ‫مهار‬ ‫الطالبات‬ ‫تمتلك‬ ‫األستا‬ ‫على‬ ‫الناقد‬ ‫التفكير‬ ‫ات‬ ‫مهار‬ ‫الطالبات‬ ‫تعليم‬ ‫في‬ ‫األساس‬ ‫الدور‬ ‫يقع‬ ‫وحيث‬ ‫ذ‬ ‫المشروع‬ ‫من‬ ‫الثانية‬ ‫اسة‬ ‫الدر‬ ‫وهي‬ ( ‫الحالية‬ ‫اسة‬ ‫الدر‬ ‫في‬ ‫الباحثات‬ ‫قامت‬ ‫فقد‬ ‫لذا‬ ‫الجامعي؛‬ Reinforcing moderation: University instructors' role in incorporating social networks to promote critical thinking among female Umm Al-Qura students ‫بية‬ ‫الرت‬ ‫كلية‬ ‫جملة‬ -‫مشس‬ ‫عني‬ ‫جامعة‬ ) 44 ) ‫العدد‬ ‫الثاىن‬ ‫األربعون‬ ‫و‬ ‫(اجلزء‬ ‫االول‬ ) 2018 ‫(عينة‬ ‫الطالبات‬ ‫امتالك‬ ‫يادة‬ ‫ز‬ ‫في‬ ‫أثرها‬ ‫عن‬ ‫للكشف‬ ‫محاولة‬ ‫في‬ ‫بة؛‬ ‫تجر‬ ‫بتصميم‬ ‫البحثي)،‬ ‫مع‬ ‫التعامل‬ ‫أثناء‬ ‫االجتماعي،‬ ‫المجال‬ ‫في‬ ‫الناقد‬ ‫التفكير‬ ‫ات‬ ‫مهار‬ ‫لممارسة‬ ‫اسة)،‬ ‫الدر‬ ‫اصل‬ ‫التو‬ ‫شبكات‬ ‫األنشطة‬ ‫خالل‬ ‫من‬ ‫أب)،‬ ‫اتس‬ ‫(الو‬ ‫شبكة‬ ‫استخداد‬ ‫تم‬ ‫وقد‬ ‫االجتماعي،‬ ‫يتم‬ ‫الذي‬ ‫و‬ ‫بية)،‬ ‫التر‬ ‫إلى‬ ‫(المدخل‬ ‫مقرر‬ ‫في‬ ‫يس‬ ‫التدر‬ ‫هيئة‬ ‫عضو‬ ‫يقدمها‬ ‫التي‬ ‫الصفية‬ ‫اسي‬ ‫الدر‬ ‫(الفصل‬ ‫القرى‬ ‫أم‬ ‫جامعة‬ ‫بية‬ ‫التر‬ ‫بكلية‬ ‫بوي‬ ‫التر‬ ‫اإلعداد‬...

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“…Constructivism can be interpreted as knowledge gradually built by humans expanded through a limited context. To do constructivist learning at school, a teacher needs access to models and strategies that they can apply effectively with relative ease (Boddy, Watson, & Aubusson, 2003) Constructivist-based learning aims to (1) provide experience with the knowledge construction process, (2) provide experience and appreciation for various perspectives, (3) conduct learning in a realistic and relevant context, (4) voice opinions in the learning process, (5) apply what is gained during the learning process into social experience, (6) encourage the use of some representations, and (7) encourage self-awareness to carry out the process of knowledge construction (Koohang, Riley, Smith, & Schreurs, 2009). In this study, students were taught using a constructivism model with material related to geometry.…”

Section: Introductionmentioning

confidence: 99%

The Construction Learning Media and Level of Students’ Mathematical Communication Ability

Argarini

Yazidah

Kurniawati

2020

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This study aims to look at the effect of the use of instructional media on student learning achievement in terms of students' mathematical communication. The learning media in this study are textbooks with a constructivism approach that has been validated and tested previously. This study will compare the learning achievements of students who learn using constructivism learning models with constructivism media, constructivism learning models without media, and direct learning. This is a quasiexperimental research with a 3 × 3 factorial design. It involved junior high school students in Malang district as the research population. Based on the hypothesis, it is revealed that : (1) students who learn using constructivism approach with constructivist media had better performance than other groups, (2) students with high mathematical communication had higher learning achievement than students with moderate and low communication skills, ( 3) based on the category of high, moderate and low mathematical communication, students with constructivist learning and constructivist media gained better achievements, (4) in the constructivist learning group using constructivist media, constructivist learning without media, and direct learning, students with high mathematical communication gained better achievement than students with moderate and low mathematical communication

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E-Learning and Constructivism: From Theory to Application

Cited by 68 publications

References 2 publications

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

Reinforcing moderation: University instructors’ role in incorporating social networks to promote critical thinking among female Umm Al-Qura students

The Construction Learning Media and Level of Students’ Mathematical Communication Ability

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