Knowledge Construction and Technology
Begoña Gros, University of Barcelona, Spain
Journal of Educational Multimedia and Hypermedia Volume 11, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The main goal of this article is to offer a current analysis of the research about the design of virtual environments of learning from a constructivist approach. The great proliferation of virtual environments for learning in different levels and educational areas has contributed to an increase of research about the most appropriate instructional design. Constructivism is currently a common label for multiple approaches. The main goal of this article is to show the multiplicity of this approach to maintain that the main virtue of it, is to provide a complex environment that can help improve the education necessary to live in our digital society.
Gros, B. (2002). Knowledge Construction and Technology. Journal of Educational Multimedia and Hypermedia, 11(4), 323-343. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Said Hadjerrouit, Agder University College, Norway
Journal of Information Technology Education: Research Vol. 4, No. 1 (Jan 01, 2005) pp. 115–140
Patricia Boechler, Michael Carbonaro, Erik deJong, Eleni Stroulia & Lucio Gutiérrez, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2054–2061
Course Management Systems as Tools for the Creation of Online Learning Environments:Evaluation from a Social Constructivist Perspective and Implications for their Design
Marina Papastergiou, University of Thessaly, Greece
International Journal on E-Learning Vol. 5, No. 4 (October 2006) pp. 593–622
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.