Educational Technology and Learning Theory

2011 ◽  
pp. 759-763
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational- software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

Educational Technology and Learning Theory

2011 ◽  
pp. 712-716
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational-software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

Educational Technology and Learning Theory

2011 ◽  
pp. 595-600
Author(s):  
Gary A. Berg
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Learning Theory ◽  
Theoretical Models ◽  
Learning Theories ◽  
Computer Based Learning ◽  
Technology And Learning ◽  
History Of ◽  
Computer Based ◽  
Common Learning

This overview briefly reviews the history of educational technology and surveys relevant learning theory. In order to understand fully computer-based learning in the United States, one needs to have a more general sense of the history of educational technology (Berg, 2003). Common learning theories that have been applied to computer environments also need close examination because they provide the rationale for specific approaches and learning strategies. In this review, one sees the important influence behavioral and constructivist theoretical models have had on educational-software design in America. Finally, cooperative learning and learning-styles theories are outlined because of their relevance to specific computer-based teaching methods.

The Instruction Theory of Robert Gagné

2021 ◽  
pp. 80-93
Keyword(s):  
Educational Technology ◽  
Learning Theory ◽  
Scientific Knowledge ◽  
Learning Theories ◽  
Integrated Theory ◽  
History Of ◽  
External Conditions ◽  
Instruction Theory ◽  
Conditions Of Learning ◽  
Learning And Instruction

Robert Gagné is an author with a landmark in the history of learning and can be considered as one of the most influential psychologists and researchers in the field of instruction. Gagné is clearly part of a group of authors who are particularly interested in educational technology, understood as the application of scientific knowledge of learning theories to practical situations of instruction. In summary, Gagné's proposal considers three fundamental elements: 1) a taxonomy of types of learning, 2) the internal and external conditions necessary to achieve these types of learning, and 3) the conditions of learning. In essence, the combination of these elements constitutes an integrated theory of learning and instruction. Considering whenever possible and necessary the aspects presented, this chapter presents Robert Gagné's perspective with special emphasis on instruction theory and conditions of learning theory.

Usability

2011 ◽  
pp. 1931-1937
Author(s):  
Su-Ting Yong
Keyword(s):  
User Interface ◽  
User Experience ◽  
Interaction Design ◽  
Design Principles ◽  
Learning Program ◽  
Design Models ◽  
Computer Based Learning ◽  
History Of ◽  
Computer Based ◽  
Definition Of

This is a brief review of the history of usability and a discussion of usability in developing a computer-based learning program (CBLP). According to ISO 9241, usability is defined as the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency, and satisfaction in a specified context of use (Bevan, 2001). The main focus of usability in this article is concerned with the user interface and interaction design. To create a usable computer-based learning program, one needs to understand the definition of usability and the goals of usability. Besides achieving usability goals, a usable CBLP should also be able to attain user experience goals. Design principles can be used to develop a CBLP featured with usability. Two design models will be discussed in this review.

Contributions to the History of Psychology: XCV. Possible Relations between Theories of Evolution and Animal Learning

1993 ◽  
Vol 73 (1) ◽  
pp. 211-223 ◽  
Author(s):  
Jesse E. Purdy ◽  
Arthur Harriman ◽  
Joseph Molitorisz
Keyword(s):  
Natural Selection ◽  
20Th Century ◽  
Learning Theory ◽  
World View ◽  
A Priori ◽  
Learning Theories ◽  
Late 19Th Century ◽  
Theory Of Evolution ◽  
History Of ◽  
Theories Of Evolution

It is proposed that the dominance of continuity learning theory as set against noncontinuity learning theory during the middle third of the 20th century rested importantly on its derivation from Darwin's theory of evolution. The kinship is shown in several ways. First, Thorndike and Hull echoed the principle of natural selection in their belief that behaviors underwent gradual modification because acts that were attended steadily by favorable consequences tended to occur with increasing frequency. Second, they denied both nonphysical explanations of behavior and a priori purposes which might guide that behavior. Third, the laws of learning were said to hold for all organisms. It is argued that the continuity approach may have enjoyed success because it was consistent with the Darwinian world view. Had punctualist, rather than gradualist, explanations of evolution come to the fore in the late 19th century, learning theories might have proceeded quite differently with the dominance of noncontinuity approaches.

Knowledge Acquisition in Computer-Based Learning Environments among Elementary Children

1997 ◽  
Vol 26 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Strategy ◽  
High Order ◽  
Factual Knowledge ◽  
Computer Based Learning ◽  
Computer Based ◽  
Computer Based Learning Environments

The need to understand how children acquire knowledge in computer-based learning environments led the researcher to undertake this study. The purpose was to develop a conceptualization of what learning strategies children frequently use to process conceptually demanding material. The goal was to expose children to different categories of courseware that featured multimedia, drill and practice, simulations, tutorials, spreadsheets, and databases; and to determine learning strategies including elaboration, organization, integration, and recall. The object was to compare the types of learning strategy and nature of knowledge forms acquired during the process of learning the given material in a subject area. The study was conducted at Washington Elementary School; and participants were children in the third through sixth grades. Data was collected by using surveys, formal observations, and formative and summative evaluation procedures. Results show that 80 percent of the time the students had attention focused on the learning material and gained an elevated level of awareness. The learning strategies imagery, exemplifying, and networking were used 70 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and develop high order thinking. The learning strategies covert practice, overt practice, and identifying key ideas were used 60 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules in the subject areas. The learning strategy categorization was used 40 percent of the time as means to gain conceptual knowledge, factual knowledge, procedural knowledge, and rules. The learning strategies sentence elaboration and anticipation were used 30 percent of the time to gain conceptual knowledge, factual knowledge, procedural knowledge, rules, high-order rules, and develop high order thinking. These findings have implications to learning and knowledge acquisition in computer-based learning environments, instructional design, program development and improvement, and technology and teacher education.

scholarly journals Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Inga Glogger ◽  
Lars Holzäpfel ◽  
Julian Kappich ◽  
Rolf Schwonke ◽  
Matthias Nückles ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Teachers ◽  
Learning Strategies ◽  
Process Models ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Learning Journals ◽  
Regulated Learning ◽  
Assessment Skills ◽  
Computer Based

Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE) that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44;N2=89) worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

scholarly journals An interactive conundrum: Constructs of interactivity and learning theory

2000 ◽  
Vol 16 (1) ◽  
Author(s):  
Rod Sims
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Learning Theories ◽  
Computer Based ◽  
And Function ◽  
Enhanced Learning ◽  
Role And Function

<span>The role and function of interactivity within computer enhanced learning is undergoing increased scrutiny. Through a reappraisal of learning theories in terms of their implications for interactivity and identifying the major interactive constructs, this paper provides a context for better understanding computer based interactivity and achieving its potential for enhancing the learning process.</span>

scholarly journals Al-Quran Education Park Teacher Learning Model in Supporting Student Achievement

2021 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Muhammad Teguh Saputra
Keyword(s):  
Student Achievement ◽  
Teacher Learning ◽  
Learning Strategies ◽  
Learning Theory ◽  
Field Research ◽  
Learning Model ◽  
Islamic Culture ◽  
Student Centered ◽  
History Of ◽  
The Times

This study aims to find out what kind of learning model is used by the teachers of Taman Pendidikan Al-Quran Musholla Darussalam from time to time, which is explained by analyzing: (1) what learning paradigm is used, (2) what learning theory and methods are applied, (3) and what activities are carried out. This research is important to describe because it raises the learning strategies carried out in research from time to time, so that they are relevant to the problems of the times that require teachers to quickly adapt to the dynamic development of science and technology. The method used in this research is qualitative in the form of field research. The results used are: (1) the paradigm used shifts from teacher-centered to student-centered (2) the theory used consistently uses behavioristic theory and the dominant method used is the demo method (3) the activities carried out include; (a) reading iqra and quran books; (b) summarize books on Islamic creed and the history of Islamic culture; (c) memorizing the quran and hadith, and so on.

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