Indicators of constructivist principles in internet-based courses

Partlow, Karen M.; Gibbs, William J.

doi:10.1007/bf02940939

Cited by 98 publications

(68 citation statements)

References 5 publications

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“…The constructivist model of learning is premised on the notion that learners actively construct meaning and knowledge from personal experiences (Svinicki, 1999). This learning paradigm views teaching as a process that involves helping learners to create knowledge through interactive and authentic learning experiences (Partlow & Gibbs, 2003). The primary role of the instructor within the construetivist teaching framework is to guide students toward experiences that will facilitate meaningful learning.…”

mentioning

confidence: 99%

Identifying factors underlying the quality of online teaching effectiveness: An exploratory study

Bangert

2006

J. Comput. High. Educ.

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T~ent_ITIONALLY CAMPUS-BASED COURSES rely on stuevaluations to provide instructors with feedback about their .~ teaching effectiveness. However, current student evaluations of teaching instruments do not adequately assess many of the essential constmctivist-based teaching practices recommended for quality online learning experiences. One of the best known summaries of research-based instructional practices is the widely disseminated Seven Principles of Effective Teaching authored by Chickering and Gamson (1987). The majority of learner-centered instructional practices which comprise the Seven Principles framework are clearly focused on constmctivist-based teaching practices. This study was an initial effort toward the development of a student evaluation of online teaching instrument based on the Seven Principles framework.

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confidence: 99%

Identifying factors underlying the quality of online teaching effectiveness: An exploratory study

Bangert

2006

J. Comput. High. Educ.

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“…Basic characteristics of constructivist learning environments include active learning, authentic instructional tasks, cooperation between students, and diverse and multiple learning formats (Partlow & Gibbs, 2003). In this case, a polyphonic learning environment is needed in which responsibility is shared both by student and by teacher.…”

Section: Introductionmentioning

confidence: 99%

Social Studies Teachers’ and Teacher Candidates’ Perceptions on Prompt Feedback and Communicate High Expectations

Şimşek

Turan

Şimşek

2017

Pijss

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“…Several research reports have covered successful pedagogical techniques for e-books resources. Partlow and Gibbs, discovered from a Delphi research of professionals in instructional technology and constructivism that online programs developed from constructivist principles should be appropriate, interactive, project-based, and collaborative, while providing pupils with many options or control over their learning [4].…”

Section: Introductionmentioning

confidence: 99%

What do Teachers and Pupils Say about Using e-Books in the Classrooms?

Embong¹,

Noor²,

Rafek³

et al. 2014

IJSSH

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Abstract-This paper aims to gauge the use of e-books in primary schools in the state of Terengganu, Malaysia. Surveys were conducted among 73 teachers from 14 schools and 101 pupils from five primary schools. The findings revealed that both teachers and pupils showed positive feedback, perception and reception towards the use of e-books as text books. Based on the findings, the paper proposes a framework that enables the effective use of e-books as textbooks in the classroom among pupils and teachers .

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Indicators of constructivist principles in internet-based courses

Cited by 98 publications

References 5 publications

Identifying factors underlying the quality of online teaching effectiveness: An exploratory study

Identifying factors underlying the quality of online teaching effectiveness: An exploratory study

Social Studies Teachers’ and Teacher Candidates’ Perceptions on Prompt Feedback and Communicate High Expectations

What do Teachers and Pupils Say about Using e-Books in the Classrooms?

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