The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Pedagogical Approaches and Technical Subject Teaching through Internet Media  pp52-65

Olubodun Olufemi

© Mar 2008 Volume 6 Issue 1, Editor: Shirley Williams, pp1 - 75

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Abstract

This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of informationknowledge to the learner but only guides him to discover the 'objective truth' out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of 'new' understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio‑constructivist pedagogy where emphasis in on learning rather than on teaching.

 

Keywords: Study guide, e-learning, pedagogy, socio-constructivism, test, evaluation, LMS, virtual classroom, asynchronous, instructivism, construction technique

 

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Journal Article

How Reproducible Research Leads to Non‑Rote Learning Within Socially Constructivist Statistics Education  pp173-182

Patrick Wessa

© Jun 2009 Volume 7 Issue 2, Editor: Shirley Williams, pp85 - 190

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Abstract

This paper discusses the implementation of a new e‑learning environment that supports non‑rote learning of exploratory and inductive statistics within the pedagogical paradigm of social constructivism. The e‑ learning system is based on a new computational framework that allows us to create an electronic research environment where students are empowered to interact with reproducible computations from peers and the educator. The underlying technology effectively supports social interaction (communication), knowledge construction, collaboration, and scientific experimentation even if the student population is very large. In addition, the system allows us to measure important aspects of the actual learning process which are otherwise unobservable. With this new information it is possible to explore (and investigate) the effectiveness of e‑based learning, the impact of software usability, and the importance of knowledge construction through various feedback and communication mechanisms. Based on a preliminary empirical analysis from two courses (with large student populations) it is shown that there are strong relationships between actual constructivist learning activities and scores on objective examinations, in which the questions assess conceptual understanding. It is also explained that non‑rote learning is supported by the fact that the system allows users to reproduce results and reuse them in derived research that can be easily communicated.

 

Keywords: statistics education, reproducible research, reproducible computing, social constructivism, non-rote learning

 

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Journal Article

Expected and acutal student use of an online learning environment: A critical analysis  pp44-51

Nicola Beasley, Keith Smythe

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: Online learning environments, constructivism, student usage, learning facilitation

 

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Journal Issue

Volume 6 Issue 1 / Mar 2008  pp1‑75

Editor: Shirley Williams

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Editorial

A new issue of EJEL brings seven interesting pieces of research from different countries around the world. The learners involved in these researches range from school children to mature postgraduate students; they are of a variety of nationalities, they have differing previous experience and are of both genders. The learners have different modes of working; on‑campus or at a distance, and the educators have a variety of approaches and strategies to meet the difficulties their learners face. Reading these papers gives an insight to the challenges that the e‑Learning community faces. Overwhelmingly I am left with the view that there is no one‑size‑fits‑all in e‑Learning; we must be prepared to consider the individual if e‑Learning is to succeed.

 

Keywords: Asynchronous, community participation, construction technique, culture, curriculum development, distance learning, diversity, e-learning, engagement, evaluation, flexible learning, Greece, higher education, ICT, information and communication technology, instructional design, instructivism, international, LMS, Marginalized, online courses, online evaluation, online learning, participation, pedagogical development., postgraduate studies, quality assessment, secondary, socio-constructivism, study guide, test, time-management, virtual classroom, widening participation

 

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Journal Issue

Volume 6 Issue 2 / Apr 2008  pp99‑182

Editor: Shirley Williams

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Keywords: Asynchronous, community participation, construction technique, culture, curriculum development, distance learning, diversity, e-learning, engagement, evaluation, flexible learning, Greece, higher education, ICT, information and communication technology, instructional design, instructivism, international, LMS, Marginalized, online courses, online evaluation, online learning, participation, pedagogical development., postgraduate studies, quality assessment, secondary, socio-constructivism, study guide, test, time-management, virtual classroom, widening participation

 

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