Details

Autor(en) / Beteiligte

• Oubenaissa-Giardina, Laila
• Bhattacharya, Madhumita

Titel

Constraints and Design Recommendations for Implementing Constructivist Approaches in Multicultural E-learning Environment

Ist Teil von

• International journal of technology, knowledge and society, 2007-01, Vol.3 (3), p.75-84

Ort / Verlag

Champaign: Common Ground Research Networks

Erscheinungsjahr

2007

Link zum Volltext

Quelle

Sociological Abstracts

Beschreibungen/Notizen

• Recent research has underlined the importance of apprehending e-learning from a new teaching and learning perspective. Some pedagogical approaches such as Cases Studies (CS) and Problem-Based Learning (PBL) provide different perspectives for many practitioners. However, adopting those approaches in rich multicultural learning environments is difficult to implement due to the complexity of the interaction generated by the e-learning technology, and due to the diversity of learners’ manifestations in terms of values, references, cultural symbols, and personal experiences. Therefore, teachers now face new challenging opportunities and, without a minimum of educational designing skills, they cannot exploit present pedagogical opportunities. This paper describes the CS and PBL approaches in multicultural learning contexts. The defined conceptual model presented in the paper discusses the importance of representing and expressing authentic practical concerns when teachers adopt a constructivist teaching approach. Within this conceptual model, the juxtaposition of the learner system and designer/teacher system are analysed in relation to the manifestations of the learners and different dimensions of the interaction. The framework represented by the conceptual model is used to offer some recommendations for design as well as to emphasize the relationship between the effects and benefits of technology considering the interaction as a space of expression related to knowledge and thinking modes, argumentation and negotiation activities, and planned behaviours and expression of intention.