Constructivism vs. objectivism: Where is difference for designers of e-learning environments?

Miguel Baptista Nunes, Maggie McPherson

Research output: Chapter in Book or Report/Conference proceedingConference Proceedingpeer-review

18 Citations (Scopus)

Abstract

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.

Original languageEnglish
Title of host publicationProceedings - 3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003
Pages496-500
Number of pages5
DOIs
Publication statusPublished - 2003
Externally publishedYes
Event3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003 - Athens, Greece
Duration: 9 Jul 200311 Jul 2003

Publication series

NameProceedings - 3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003

Conference

Conference3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003
Country/TerritoryGreece
CityAthens
Period9/07/0311/07/03

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