The ecology of interactive learning environments: Situating traditional theory
In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online...
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| Format: | Journal Article |
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Routledge
2012
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| Online Access: | http://www.tandfonline.com/doi/full/10.1080/10494820.2011.649768 http://hdl.handle.net/20.500.11937/18340 |
| _version_ | 1848749717141323776 |
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| author | Johnson, Genevieve |
| author_facet | Johnson, Genevieve |
| author_sort | Johnson, Genevieve |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments. |
| first_indexed | 2025-11-14T07:25:22Z |
| format | Journal Article |
| id | curtin-20.500.11937-18340 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:25:22Z |
| publishDate | 2012 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-183402019-02-19T04:26:26Z The ecology of interactive learning environments: Situating traditional theory Johnson, Genevieve technology digital experience cognitivism ecological model learning theory In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments. 2012 Journal Article http://hdl.handle.net/20.500.11937/18340 http://www.tandfonline.com/doi/full/10.1080/10494820.2011.649768 Routledge fulltext |
| spellingShingle | technology digital experience cognitivism ecological model learning theory Johnson, Genevieve The ecology of interactive learning environments: Situating traditional theory |
| title | The ecology of interactive learning environments: Situating traditional theory |
| title_full | The ecology of interactive learning environments: Situating traditional theory |
| title_fullStr | The ecology of interactive learning environments: Situating traditional theory |
| title_full_unstemmed | The ecology of interactive learning environments: Situating traditional theory |
| title_short | The ecology of interactive learning environments: Situating traditional theory |
| title_sort | ecology of interactive learning environments: situating traditional theory |
| topic | technology digital experience cognitivism ecological model learning theory |
| url | http://www.tandfonline.com/doi/full/10.1080/10494820.2011.649768 http://hdl.handle.net/20.500.11937/18340 |