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Experience in the design and implementation of an Intranet-based medical course
by Stephen Atherton, Apple Computer Australia,
Associate Professor Zoltan Andre, George Pang and Hank Szeto,
The University of Queensland
by Stephen Atherton, Apple Computer Australia,
Associate Professor Zoltan Andre, George Pang and Hank Szeto,
The University of Queensland
Presentation by Associate Professor Zoltan Endre
This debate is intrinsically linked to the rapid development of both hardware and software technologies, and the increasing expectations of learners who generally see these technologies available to them, and expect to experience them in all parts of their everyday lives, including in education and training.
According to Rieber (1994), the field of instructional technology is characterised by its products, such as instructional media and its processes; and instructional design in the direct instruction mode, sometimes called instructivism, (or objectivism). In contrast, constructivism, a faction within cognitive psychology associated with Piagetian learning theory, is characterised by discovery and experiential learning.
Those educators and developers favouring the constructivist approach have sought to tap the computational power of modern microcomputers and their associated technologies, to create an environment in which learners can experience and develop sophisticated ideas from a variety of domains.
Devotees of constructivism or instructivism are usually viewed, at worst, as being in opposition to one another or, at best, at opposite ends of a continuum.
This paper reports the results of a research project which proposed to identify and evaluate the influences on, and the attitudes of, adult tertiary learners to these seemingly opposing computer based learning paradigms.
Contact Details
Associate Professor Zoltan Endre
Department of Medicine
The University of Queensland
Phone (07) 3365 5217
Fax: (07) 3365 5462
Email: z.endre@medicine.herston.uq.edu.au
Return to top
This debate is intrinsically linked to the rapid development of both hardware and software technologies, and the increasing expectations of learners who generally see these technologies available to them, and expect to experience them in all parts of their everyday lives, including in education and training.
According to Rieber (1994), the field of instructional technology is characterised by its products, such as instructional media and its processes; and instructional design in the direct instruction mode, sometimes called instructivism, (or objectivism). In contrast, constructivism, a faction within cognitive psychology associated with Piagetian learning theory, is characterised by discovery and experiential learning.
Those educators and developers favouring the constructivist approach have sought to tap the computational power of modern microcomputers and their associated technologies, to create an environment in which learners can experience and develop sophisticated ideas from a variety of domains.
Devotees of constructivism or instructivism are usually viewed, at worst, as being in opposition to one another or, at best, at opposite ends of a continuum.
This paper reports the results of a research project which proposed to identify and evaluate the influences on, and the attitudes of, adult tertiary learners to these seemingly opposing computer based learning paradigms.
Contact Details
Associate Professor Zoltan Endre
Department of Medicine
The University of Queensland
Phone (07) 3365 5217
Fax: (07) 3365 5462
Email: z.endre@medicine.herston.uq.edu.au
Return to top
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