Learning theories and technologies
Learning theories and technologies
The chapter explores approaches to learning that we argue best reflect a constantly changing, dynamic environment as reflected in current thinking (Giddens, 2000; Beck, 1992; Castells, 1996). We acknowledge that there are many different schools of thought in terms of learning theories, but we would like to focus here on those we believe are most relevant and applicable to e-learning. This will include a discussion of the following: a critique of behaviourist approaches and their impact, advocacy of the application of experiential/reflective, social constructivism and socio-cultural approaches, and the argument that effective e-learning usually requires, or involves, high quality educational discourse (Ravenscroft, 2004) combined with an experiential and reflective approach (Conole & Dyke, 2004; Mayes & de Freitas, 2004).
9780415393942
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Conole, Grainne
026d5812-74cf-430e-8c87-1bd3c44b2bc3
Ravenscroft, Andrew
e53b237e-d8c1-4ab6-9cc7-12680802cf4f
Sara, De Freitas
50395f1e-e36c-4b61-8994-ff53021e6735
31 October 2006
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Conole, Grainne
026d5812-74cf-430e-8c87-1bd3c44b2bc3
Ravenscroft, Andrew
e53b237e-d8c1-4ab6-9cc7-12680802cf4f
Sara, De Freitas
50395f1e-e36c-4b61-8994-ff53021e6735
Dyke, Martin, Conole, Grainne, Ravenscroft, Andrew and Sara, De Freitas
(2006)
Learning theories and technologies.
In,
Conole, Grainne and Oliver, Martin
(eds.)
Contemporary Perspectives in E-learning Research: themes, methods and impact on practice.
New York, USA.
Routledge.
Record type:
Book Section
Abstract
The chapter explores approaches to learning that we argue best reflect a constantly changing, dynamic environment as reflected in current thinking (Giddens, 2000; Beck, 1992; Castells, 1996). We acknowledge that there are many different schools of thought in terms of learning theories, but we would like to focus here on those we believe are most relevant and applicable to e-learning. This will include a discussion of the following: a critique of behaviourist approaches and their impact, advocacy of the application of experiential/reflective, social constructivism and socio-cultural approaches, and the argument that effective e-learning usually requires, or involves, high quality educational discourse (Ravenscroft, 2004) combined with an experiential and reflective approach (Conole & Dyke, 2004; Mayes & de Freitas, 2004).
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Published date: 31 October 2006
Identifiers
Local EPrints ID: 24150
URI: http://eprints.soton.ac.uk/id/eprint/24150
ISBN: 9780415393942
PURE UUID: b2a446bf-87b4-4af1-85e2-300b2f496b6f
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Date deposited: 26 Mar 2010
Last modified: 15 Mar 2024 06:53
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Contributors
Author:
Grainne Conole
Author:
Andrew Ravenscroft
Author:
De Freitas Sara
Editor:
Grainne Conole
Editor:
Martin Oliver
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