TY - GEN
T1 - Constructivism vs. objectivism
T2 - 3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003
AU - Nunes, Miguel Baptista
AU - McPherson, Maggie
PY - 2003
Y1 - 2003
N2 - We discuss different philosophical views of learning and the consequences of these different epistemologies on the design of online learning environments. Academic learning is proposed as a process of constructing knowledge and the development of reflexive awareness, where the individual is an active processor of information and is therefore proposed as a constructivist process. However, the pragmatic constraints of learning and teaching in higher education (HE) institutions pose clear restrictions on the use of pure constructivism. In fact, modularisation, semesterisation, accreditation needs, modes of assessment, as well as staff and financial limitations, mean that pure constructivist ideals are very difficult to implement and maintain at HE levels. Pedagogical models based on moderate constructivist approaches rooted and constrained by practice, may provide designers and educationalists with more useful and applicable approaches.
AB - We discuss different philosophical views of learning and the consequences of these different epistemologies on the design of online learning environments. Academic learning is proposed as a process of constructing knowledge and the development of reflexive awareness, where the individual is an active processor of information and is therefore proposed as a constructivist process. However, the pragmatic constraints of learning and teaching in higher education (HE) institutions pose clear restrictions on the use of pure constructivism. In fact, modularisation, semesterisation, accreditation needs, modes of assessment, as well as staff and financial limitations, mean that pure constructivist ideals are very difficult to implement and maintain at HE levels. Pedagogical models based on moderate constructivist approaches rooted and constrained by practice, may provide designers and educationalists with more useful and applicable approaches.
UR - http://www.scopus.com/inward/record.url?scp=8844267986&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2003.1215217
DO - 10.1109/ICALT.2003.1215217
M3 - Conference Proceeding
AN - SCOPUS:8844267986
SN - 0769519679
SN - 9780769519678
T3 - Proceedings - 3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003
SP - 496
EP - 500
BT - Proceedings - 3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003
Y2 - 9 July 2003 through 11 July 2003
ER -