Background for designing net-based learning situations
Mika Korpi, University of Jyväskylä, Finland
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this paper I will present the main constructivist perspectives, which must be taken into account when designing learning situations in net-based learning environments (NBLE), such as TopClass. The perspectives are: constructing the knowledge, metacognition and self-directedness, and situated and meaningful learning. Then I will highlight some problems and how they could be possibly solved. The main problem is that the instructor or tutor has not enough tools to monitor the students' net-based learning process to be able to support it intensely. A possible solution to solve the problem is to use different kinds of tools to make the processes more visual. This kind of tools could also help the learners to better understand their learning. Ideas for these tools are discussed at the end.
Korpi, M. (2000). Background for designing net-based learning situations. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 542-545). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Connecting Theory to Practice – Using technology to support situated learning in vocational education
Bee Ling Seow & Buay Choo Tang, Institute of Technical Education, Singapore
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 1518–1524
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