Get 20M+ Full-Text Papers For Less Than $1.50/day. Subscribe now for You or Your Team.

Learn More →

The foundations and assumptions of technology-enhanced student-centered learning environments

The foundations and assumptions of technology-enhanced student-centered learning environments Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Instructional Science Springer Journals

The foundations and assumptions of technology-enhanced student-centered learning environments

Instructional Science , Volume 25 (3) – Sep 29, 2004

Loading next page...
 
/lp/springer-journals/the-foundations-and-assumptions-of-technology-enhanced-student-qac7tC71UO

References (140)

Publisher
Springer Journals
Copyright
Copyright © 1997 by Kluwer Academic Publishers
Subject
Education; Learning and Instruction; Educational Psychology; Pedagogic Psychology
ISSN
0020-4277
eISSN
1573-1952
DOI
10.1023/A:1002997414652
Publisher site
See Article on Publisher Site

Abstract

Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions.

Journal

Instructional ScienceSpringer Journals

Published: Sep 29, 2004

There are no references for this article.