Year: 2019 | Month: December | Volume 9 | Issue 2
Technology-Enhanced Student-Centered Learning Environments
DOI:10.30954/2231-4105.02.2019.3
Abstract:
Technology-enhanced, student-centered learning environments organize interrelated learning themes into meaningful contexts, often in the form of a problem to be solved or an orienting goal, that bind functionally their features and activities. They provide interactive, complimentary activities that enable individuals to address unique learning interests and needs, study multiple levels of complexity, and deepen understanding. They establish conditions that enrich thinking and learning, and use technology to enable flexible methods through which the processes can be supported. Many technology-enhanced student-centered learning environments have been developed, ranging from situated, problem-based approaches, to micro worlds, to specialized manipulation tools. Research on these environments, while promising, has focused largely on the presumed uniqueness of the approaches. Among constructivists, beliefs about how to promote understanding vary widely. Design guidelines and heuristics have occasionally been offered, but they have not stimulated what Glaser (1976) characterized as a “science of design.” Consequently, apart from isolated studies, comparatively little understanding of the role of technology in the design of student centered learning environments has evolved. The purposes of this paper are to provide a brief overview of technology-enhanced, student-centered learning environments, and to identify the foundations and underlying assumptions common across student-centered designs
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