Designing e-learning interactions in the 21st century. Revisiting and rethinking the role of theory.

Autor/in	Ravenscroft, Andrew
Titel	Designing e-learning interactions in the 21st century. Revisiting and rethinking the role of theory.
Quelle	In: European journal of education, 36 (2001) 2, S. 133-156Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 95
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
Schlagwörter	Kognitionspsychologie; Medieneinsatz; Interaktion; Lernen; Lernprozess; Lerntheorie; Computer; Interaktives Lernen; Unterrichtstechnologie; Tutorensystem; Dialog; Online; Papert, Seymour; Pask, Gordon; Piaget, Jean; Wygotskij, Lew Semjonowitsch
Abstract	In this article, the author considers "research and development in e- learning in terms of learning processes and interactions that are stimulated, supported and favoured by innovative educational technologies. He examines relationships between learning theory and interaction design by reviewing and critiquing a relevant section of work that has been undertaken in the last 50 years. Implicit in this review is the development of an argument that emphasizes the role of collaborative dialogue and discourse in the learning process, with particular reference to Vygotsky's theory of development of higher mental processes. In evaluating the roles that computers can play in supporting effective educational interaction, the importance of dialogue models and dialogue games is proposed; and the implications which these paradigms hold for how we actually conceive of design are articulated." (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)