| Constructivist Learning with Hypertext |
This section identifies several examples of effective constructivist
learning opportunities using hypertext. The characteristics of the
design of these environments and how they effectively use hypertext for
learning will also be addressed. A brief look at constructivist
philosophy and how hypertext is a natural constructivist environment is
provided.
| Constructivist Philosophy |
Many educators have adopted a constructivist approach to teaching.
This philosophy represents a change from education based on behaviorism
to education based on cognitive theory. Learners construct their
own knowledge by interacting with their environment. Today, many
opportunities for constructivist learning are available in hypertext learning
environments, such as the World Wide Web, where students discover and interact
in a network of information and resources in the pursuit of learning.
Gagnon & Collay (n.d.) have identified four epistemological assumptions
fro constructivist learning:
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Knowledge is constructed by learners who are involved in active learning;
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Knowledge is symbolically constructed by learners who are making their
own representations of action;
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Knowledge is socially constructed by learners who guide their meaning
making to others; and;
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Knowledge is theoretically constructed by learners who try to explain
things they don't completely understand.
For further information on constructivism, its definition and relevance
in educational philosophy, visit this site about Constructivism
or What
is Constructivism.
Constructivism on the
Web |
Effective learning does happen on the Web. People use the web
all the time for self-directed learning. The Web emphasizes the learner's
role to construct meaning through interacting in a hypertext environment
by self directed inquiry, guided activity, and discovery. Users
try to discover principles and knowledge for themselves. The
user determines which link or step to take next. This is made
possible because of the connective and communicative nature of
the Web. The Web is seen as a motivator to innovation that places
the control in the hands of the user as they explore and discover (Brown,
2000).
Wilson and Lowry's (2000) article
Constructivist
Learning on the Web, suggests that there is great potential for
learning on the Web. Educators are constantly placing their curriculum
and programs onto the Web. It appears that today's students need
to be self directed learners who can access a wealth of rich resources
and information to construct their own meaning. Information
can take numerous forms other than just written text. Interactive
multimedia, simulations, and virtual demonstrations can deliver information
to assist learners of all different learning styles.
As learners interact within a hypertext environment they gain and take
control over their own learning (Landow, 1992).
Wilson and Lowry (2000) suggest three principles of constructivist
learning that are characteristic of learning on the Web:
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Access to rich sources of information;
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Meaningful interactions with content; and
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Bringing people together to challenge, support, or
respond to each other.
See the article Constructivist
Learning on the Web for an overview of each of these principles.
Hypertext Learning
Environments |
The following are examples of hypertext learning environments that
illustrate the importance of design in hypertext learning environments
to enable constructivist learning. Each hypertext learning environment
discussed will provide an overview of each topic, the design of the respective
environment, and recent supportive research. These environments share
common characteristics with one another.
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