E-Learning: How Constructivist Learning Theory Guides Module Learning
Name:
text-gcannarelli-finalthesis.pdf
Size:
656.5Kb
Format:
PDF
Description:
Thesis/Project Main Text
Name:
slides-gcannarelli-presentation.pdf
Size:
52.83Kb
Format:
PDF
Description:
Slides Used For Thesis Presentation
Name:
video-gcannarelli-presentation.mp4
Size:
54.63Mb
Format:
MPEG-4 video
Description:
Video of Thesis Presentation
Keyword
ConstructivismE-Learning
Module Based Learning
Learning Modules
Learning Management Systems
Online Learning
Instructional Design
Date Published
2016-12-01Metadata
Show full item recordAbstract
This paper will review the theory behind constructivism and how it connects to module based e-learning. Social and cognitive constructivism have similar views, but they are very different. Constructivism calls for a student to learn based off of previous experiences and building on that knowledge to make new assumptions. People argue the effectiveness of module learning, but many find it to be the up and coming way of learning. Technology usage is getting greater and greater all the time so why not shift how we do education? e-learning is the way of the future. Learning modules utilizing learning management systems offer a direct route to both successful learning, but also connects to the theory around constructivism.Description
A Master's Project Presented to the School of Arts and Science, SUNY Polytechnic Institute, Utica NY. Presented in partial fulfillment of the requirements of the Master of Science Degree.Related items
Showing items related by title, author, creator and subject.
-
Mathematical Learning Centers and their Impact on Students’ Mathematical Learning and UnderstandingStudents often struggle with mathematical word problems because they often cannot decide what steps they need to take to solve the problem. In this study, the author explores how learning centers impact the learning needs and problem-solving skills of diverse students, as well as how they might create opportunities for student collaboration. The researcher performed a case study focusing on three fourth grade students within her classroom—one higher achieving, one average, and one lower achieving. Learning centers were set up within the classroom for approximately eight weeks, during which the researcher observed students’ behavior. The researcher found that two of the three students lacked confidence in their problem solving skills, all three had difficulty identifying and discriminating between relevant and irrelevant information within the problem, and that students did not consistently apply problem solving strategies when at the centers. The researcher also found that the learning centers had the negative effect of making students implicitly aware of each other’s strengths and weaknesses, increasing their self-consciousness and sensitivity to differentiated instruction. Ultimately, the researcher found that the learning center provided a flexible, individualized learning environment that increased students’ problem solving skills and confidence in using mathematical language.
-
Inclusion or Self-Contained Reading: Where Do Learning Disabled Students Learn Better?The purpose of this study was to determine in which type of classroom learning disabled students are more successful at learning to read. Some school districts believe that total inclusion is better for special education children's learning, while others believe that reading should be taught to students classified as learning disabled in self-contained classrooms. The subjects involved in this study were twelve sixth grade learning disabled students in a rural Orleans County school district. These twelve students included all sixth grade learning disabled students enrolled in the district for the duration of the study. Six students, along with thirteen non-classified students, participated in the inclusion reading class taught by one regular education teacher and one special education teacher. Six other students were taught in the self-contained reading class by the same special education teacher. According to achievement test scores listed on the students' Individualized Education Plans, students in both classes had comparable ability levels. The t-test of repeated measures was used to compare the self-contained reading class to the inclusion reading class on both the Degrees of Reading Power test and the Bader Informal Reading Inventory Graded Word List. The man growth was compared for each class on each assessment. Using a 95% confidence level and a critical t of 2.571, there was no statistically significant difference between the two classes on either test. The null hypothesis failed to be rejected. These results show that learning disabled students are successful at learning to read in either type of class. Both groups showed acceptable growth in one school year, yet there was no statistically significant difference between the two groups.
-
Handbook of Teaching and Learning: A Theoretical and Practical Review of the Literature on Modern and Recent Theories of LearningLearning and teaching are two interrelated processes that are of primary concern to educators. This project begins with a thorough investigation of the foremost modern educational theories that seek to explain the process of teaching and learning. The second section examines landmark educational theories which contribute to the modern understanding of teaching and learning. Finally, the project explores some practical instructional activities that have been developed out of the more theoretical research.
