Community and constructivism: implicit pedagogical models in virtual learning
PROCEEDINGS
Liz Aspden, Richard Pountney, Sheffield Hallam University, United Kingdom
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Communal constructivism attempts to move beyond social constructivism and capture specific elements of the additional value that ICT applications bring to the learning and teaching environment. Case studies of e-learning implementations at Sheffield Hallam University are used to examine whether the advent of new educational technologies such as virtual learning environments warrants a new kind of educational theory, or whether they perhaps lure teachers into affordance (Tolmie and Boyle 2000). Properties of one VLE, Blackboard, which allow certain actions to be performed and which encourage specific types of behaviour, are examined and the attributes of effective models of online communities of learners are considered.
Citation
Aspden, L. & Pountney, R. (2002). Community and constructivism: implicit pedagogical models in virtual learning. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2043-2046). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 30, 2023 from https://www.learntechlib.org/primary/p/9785/.
© 2002 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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