Technologies Supporting Highly Interactive Learning Resources on the Web: An Analysis
Barney Dalgarno, Charles Sturt University, Australia
Journal of Interactive Learning Research Volume 12, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Advances in desktop computer technology have made possible the development of interactive learning resources, which allow the learner to explore, experiment, and construct within graphical environments. Such resources are consistent with contemporary educational theory, and in particular the constructivist view of teaching and learning, which emphasizes learners actively con-structing their own knowledge representation. However, there seem to be very few examples of web-based learning resources employing these interactive techniques. This article analyses the technological capabilities of the Web as a delivery platform for highly interactive learning resources, consistent with a construc-tivist view of learning. The analysis shows that all of the re-quired software capabilities can be implemented by web technol-ogies, but that developers will need to master a number of com-plex techniques. The article also discusses some of the barriers to the use of the Web as a medium for such resources, including bandwidth, the lack of standardisation of web browsing software and the complexity of web technologies.
Dalgarno, B. (2001). Technologies Supporting Highly Interactive Learning Resources on the Web: An Analysis. Journal of Interactive Learning Research, 12(2), 153-171. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
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Daniëlle Verstegen, Risbo, Erasmus University Rotterdam, Netherlands; Yvonne Barnard, ITS, University of Leeds, United Kingdom; Albert Pilot, IVLOS, Utrecht University, Netherlands
Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 351–383
Timothy Youngman, University of Houston, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1012–1013
Susan Copeland Henry, Clayton College and State University, United States
EdMedia + Innovate Learning 2002 (2002) pp. 351–354
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