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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 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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