Theoretical Basis of Learning Environment

Author: David H. Jonassen (USA)
Publisher:
Publish Date: 2004-03-01
Features: The past decade has witnessed fundamental changes in learning theory throughout human history, marking the dawn of a new era in creating learning science. A revolution that radically transforms the theory and methods of human learning has emerged. This book attempts to apply contemporary new learning theories to the design of learning environments. It seeks to introduce the theoretical foundations of these new learning environments to instructional designers, curriculum specialists, mathematics and science educators, learning psychologists, and all other designers, curriculum specialists, mathematics and science educators, learning psychologists, and individuals interested in this field. Learning environments represent a new metaphor for teaching, distinct from traditional teacher-centered instruction. Unlike traditional teaching, where student design is emphasized, learning environments are created for learners who construct their own meaning from their experiences. They are grounded in contemporary learning concepts such as situated learning, sociocultural concepts, and constructivism, rather than in traditional communication theory, behaviorism, or cognitivism. Each chapter of the book explores theoretical foundations related to learning and meaning-making, such as social shared cognition, situated learning, everyday cognition and reasoning, activity theory, ecological psychology, distributed cognition, and case-based reasoning. These chapters describe the theoretical basis for student-centered learning environment design, emphasizing that learning is a practice involving interactive, intentional, active, conscious, and constructive activities. Therefore, learning is an intentional, purposeful, active, conscious, and constructive practice.