An Inquiry of Constructs for an e-Learning Environment Design by Incorporating Aspects of Learners’ Participations in Web 2.0 Technologies
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- 2015.03.25
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 12권 / 1호
ㆍ저자명 : Seong Ik PARK, Wan Chul LIM
목차
Introduction
Backgrounds of Needs to Conceptualize Constructs for Designing e-Learning Environments
Four Constructs for Design of e-Learning Environment with Web 2.0 Technologies
Conclusion and Discussion
References
한국어 초록
The major concern of e-learning environment design is to create and improve artifacts thatsupport human learning. To facilitate effective and efficient learning, e-learning environmentdesigners focused on the contemporary information technologies. Web 2.0 services, whichempower users and allow the inter-transforming interactions between users and informationtechnologies, have been increasingly changing the way that people learn. By adapting theseWeb 2.0 technologies in learning environment, educational technology can facilitate learners’abilities to personalize learning environment. The main purpose of this study is toconceptualize comprehensively constructs for understanding the inter-transformingrelationships between learner and learning environment and mutable learning environments’impact on the process through which learners learn and strive to shape their learningenvironment. As results, this study confirms conceptualization of four constructs byincorporating aspects of design that occur in e-learning environments with Web 2.0technologies. First, learner-designer refers to active and intentional designer who is tailoring ane-learning environment in the changing context of use. Second, learner’s secondary designrefers to learner’s design based on the primary designs by design experts. Third, transactionalinteraction refers to learner’s inter-changeable, inter-transformative, co-evolutionaryinteraction with technological environment. Fourth, trans-active learning environment refersto mutable learning environment enacted by users.
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