E-Learning: How Constructivist Learning Theory Guides Module Learning
Thesis/Project Main Text
Slides Used For Thesis Presentation
Video of Thesis Presentation
Supplementary Video for Thesis
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Module Based Learning
Learning Management Systems
MetadataShow full item record
AbstractThis 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.
Showing items related by title, author, creator and subject.
Predictors of second language acquisition in students with literacy difficultiesLe, Tina (2019-05)Students with literacy difficulties, such as dyslexia, have impairments in both reading and writing: two essential academic tools to foster productive life-long education. Impairments in reading and writing can affect the way students learn a second language because of new vocabulary acquisition and print comprehension, which is dependent on how transparent the type of orthography is. The multiple-deficit model of dyslexia provides a better description of comorbidity that further deviates these difficulties. Four predictors that are examined when analyzing literacy difficulties are orthographic differences, cognitive abilities, affective factors and teacher will and capacity. The purpose of this literature review is to discuss the results of the four predictors and accommodations of these difficulties within the classroom setting.
Hypertextual Teaching in a TiddlySpace Educational EnvironmentShaw, Jason (2013-05-01)This thesis project uses first-hand observation and academic inquiry to inform the design and implementation of a hypertext-capable alternative online learning system in an open source wiki, called TiddlySpace. This system is then used as the educational environment in which students, with minimal hypertextual experience, are taught to think hypertextually and record their work in a collaborative hypertext environment. The researcher finds TiddlySpace to be dynamic enough to handle mid-semester changes and also powerful enough to support a wide range of academic assignments. The bulk of these assignments required students to create a large amount of structured microcontent, which appeared to encourage hypertext literacy. Finally, the researcher examines the idea that increased hypertextual literacy may encourage conceptual learning in a greater sense.
Microsoft Office 365 and SharePoint as an Educational PlatformCrosby, Kenneth M.; Kahn, Russell; Thesis Adviser; Schneider, Steven; Second Thesis Adviser (2018-05)This study looks at social constructivist learning theory and andragogy as a means of evaluating Microsoft Office 365® and SharePoint® as a platform for delivering online classes in the basic use of SharePoint to an audience of adult learners (New York State employees). The already wide access within New York State agencies to Office 365 and SharePoint makes it a good candidate for examination. If successful, online learning utilizing Office 365 would help to eliminate the geographical and existing software barriers to delivering occupational training to the more than 130,000 employees. Social constructivist and andragogical learning theories were examined, and key elements identified to establish criteria to aid in evaluating Office 365, and potentially other platforms not specifically geared toward online education. Means of facilitating reflection, metacognition, sociocultural learning, prior and authentic experiences, and generative learning strategies were looked for in addition to support of Malcolm Knowles’ andragogical assumptions. Through prototyping and pilot testing of Office 365’s functionality and features, several affordances were able to be made in support of criteria gathered from the literature review. Areas of strength and weakness as a platform for the delivery of online learning were identified in this process. Its success would vary based on the type of learning. Technical courses and corporate training would be more successful than a soft-skill or creative subject. Out of the box SharePoint provides most of the needed functionality to deliver content but, lacks elements such as a grading system.