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Education is undergoing a theoretical shift from programmed learning and information processing approaches to knowledge building and transfer. Instead of focusing on how information is received, stored, and recalled, learning theorists are now turning their attention and concern to how knowledge is constructed within the mind of the learner and the interactions that the learner has within a cultural and social context. Traditional educational paradigms focused on instructional goals, such as recalling facts, generalizations, defining concepts, and performing procedures, whereas current learning theories, such as constructivism, emphasize reasoning, critical thinking, social negotiation, self-regulation, and mindful reflection. In this article, the author focuses on constructivist learning theory and its applications to a quality e-learning environment.
Quality e-learning is a Web-based learning environment designed, developed, and delivered based on several dynamic principles, such as institutional support, course development, teaching/ learning, course structure, student support, faculty support and evaluation, and assessment (Phipps & Merisotis, 2000). Jonassen, Davidson, Collins, Campbell, and Haag (1995) relate the tenets of constructivist learning theory to technology and explain the role of this current theory in supporting quality e-learning. These scholars describe several technology systems that support individual and social interaction, and cognitive development, essential in helping e-learning students actively explore and construct knowledge. These constructivistbased technological systems include computer-mediated communication, computer-supported collaborative work, case-based learning environments, and computer-based cognitive tools.
These constructivist-based, technological systems and instructional applications are well suited for e-learning because they increase discourse, interactivity, and communication among peers and between students and faculty members. Applying Web features such as synchronous and asynchronous communication tools, hypertext- and hypermedia-based computer programs, like databases and artificial intelligence, e-learning students are able to work together via dialogue to solve and complete real-life problems and projects, settle conflicting ideas, and make meaningful experiences out of educational content and material (Jonassen et al., 1995).
Constructivism is a plausible theory for e-learning. As a viable distance learning option, e-learning requires that students be responsible for their education and collaborate and negotiate meaning with peers and guest experts, to broaden their understanding, to reconstruct individual knowledge, and solve real-life problems, as is described by constructivism. According to constructivism, students are also allowed to choose how they will accomplish their learning activities, as practiced in a quality e-learning...