You are here:

Evaluating Constructivistic Learning ARTICLE

Educational Technology Volume 31, Number 9, ISSN 0013-1962

Abstract

Addresses problems in evaluation that are raised by constructivism. Highlights include a comparison of objectivism and constructivism; constructivistic criteria, including goal-free evaluation, which focus on authentic tasks, knowledge construction, context-driven evaluation, the appropriate stages of knowledge acquisition, and multiple perspectives in learning environments; and societal perspectives on constructivistic learning environments. (nine references) (LRW)

Citation

Jonassen, D.H. (1991). Evaluating Constructivistic Learning. Educational Technology, 31(9), 28-33. Retrieved November 14, 2018 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Technology use in preservice teacher internship: Opportunities and obstacles

    Laura Frazier, Mount St. Mary University, United States; William Sadera, Towson University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2118–2122

  2. Toward User-Driven Adventure Learning: Combining Inquiry-Based Adventure with Technology-Enhanced Learning

    Jeni Henrickson, Aaron Doering & Charles Miller, University of Minnesota, United States

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1184–1192

  3. Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction

    Terry Anderson

    The International Review of Research in Open and Distributed Learning Vol. 4, No. 2 (Oct 01, 2003)

  4. Creating appropriate online learning environments for female health professionals

    Marise Pinheiro, Katy Campbell, Sandra Hirst, Eugene Krupa & Eugene Krupa

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 1 (Feb 15, 2006)

  5. Technology use in teacher candidate internship experiences and factors affecting this use

    Laura Frazier, Mount St. Mary University, United States; William Sadera, Towson University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3152–3155

  6. Some Thoughts About Applying Constructivist Theories of Learning to Guide Instruction

    Yuan Feng, University of Washington

    Society for Information Technology & Teacher Education International Conference 1995 (1995) pp. 816–819

  7. A Model for Training Teachers to Become Independent Hypermedia Designers

    Doris Lee, Pennsylvania State University

    Society for Information Technology & Teacher Education International Conference 1994 (1994) pp. 295–298

  8. Teacher Candidate Technology Use: The What and the Why

    Laura Frazier, Mount St. Mary University, United States; William Sadera & David Robinson, Towson University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1781–1783

  9. Reflexivity of Roles and Rules in Role Based E-learning

    Roni Linser, Fablusi P/L, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2409–2415

  10. Rhetorical Argument against Constructivism

    Jeahyeon Ahn, Ohio University, Korea (South)

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1301–1308

  11. Wikis, Constructivist Learning Environment for the Information Age

    Margaret Scordias, University of Missouri-St. Louis, United States; Suhair Jaradat, University of Jordan, Jordan; Carl Hoagland, University of Missouri-St. Louis, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2670–2675

  12. No Time for Learning? Methodological and Technological Support to Training-on-the-Job

    Gaby Neumann, University of Magdeburg, Germany

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 345–352

  13. Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks

    Jan Herrington, University of Wollongong, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 3164–3173

  14. A Visual Interface to Assist Learners to Inspect Learning Plans

    Weidong Pan & Maolin Huang, University of Technology, Sydney, Australia

    EdMedia + Innovate Learning 2006 (June 2006) pp. 703–710

  15. Primary Teachers' Competence and Confidence Level regarding the Use of ICT

    Fernando Costa & Helena Peralta, University of Lisbon, Portugal

    EdMedia + Innovate Learning 2006 (June 2006) pp. 46–52

  16. Teacher Training with face to face Computer Supported Collaborative Learning

    Miguel Nussbaum, Camila Cortez, Patricio Rodriguez, Ximena Lopez & Ricardo Rosas, Universidad Catolica de Chile, Chile

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 2033–2038

  17. Re-defining Learning Activities: ICT-generated Paradigm Change

    Mara Alagic, Connie Doyle, Kay Gibson, Cathy Yeotis & Dennis Kear, Wichita State University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1252–1259

  18. Investigating Instructional Utility of e-Learning Modules

    Deborah Stirling, Gary Bitter & Paul Skiera, Arizona State University/Technology Based Learning and Research, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 317–320

  19. 'Cognitive realism' in online authentic learning environments

    Jan Herrington & Ron Oliver, Edith Cowan University, Australia; Tom Reeves, University of Georgia, United States

    EdMedia + Innovate Learning 2003 (2003) pp. 2115–2121

  20. Blended Learning Model for Multimedia Production Course

    Kosuke Terashima, Kyoto University of Foreign Studies, Japan; Ryosuke Ikai & Yoshiyuki Yoshida, Graduate School of Kansai University, Japan; Mihoko Kamei & Kenichi Kubota, Kansai University, Japan

    EdMedia + Innovate Learning 2004 (2004) pp. 4049–4054

  21. The Effect of Text Types on Moral Judgment: A Semiotic Perspective

    Soyoung Kim, Florida State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1312–1318

  22. Individual Differences, Hypermedia Navigation,and Learning: An Empirical Study

    Nigel Ford & Sherry Y. Chen, University of Sheffield, United Kingdom

    Journal of Educational Multimedia and Hypermedia Vol. 9, No. 4 (2000) pp. 281–311

  23. Designing Authentic Activities for Web-based Courses

    Jan Herrington, Edith Cowan University, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 18–27

  24. Employing Adult Education Principles in Instructional Design

    Darrell J. DeMartino, University of Houston, United States

    Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 783–788

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections