Literaturnachweis - Detailanzeige
| Autor/in | Benjakul, Sueksa |
|---|---|
| Titel | Instructional Design Based on Constructionism for Enhancing Higher-Order Thinking Skills of Learners in an Online Learning Context |
| Quelle | In: Journal of Educators Online, 20 (2023) 3, (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Instructional Design; Constructivism (Learning); Thinking Skills; Electronic Learning; Guidelines; Technology Uses in Education; Models; 21st Century Skills; Skill Development |
| Abstract | Teachers use instructional design to solve problems and creatively develop and implement various concepts, theories, and techniques to design and manage the elements of teaching and learning and assess learning outcomes that are generally accepted according to Bloom's taxonomy, in which the cognitive domains of lower-order thinking connect to higher-order thinking. Teachers apply various learning theories that are appropriate for efficient and effective learning management. Constructionism can be used as a guideline to enhance a learning process that develops thinking and responds to the interests and needs of individual learners. This article proposes a synthesis of the elements of constructionism as a guideline to design instruction that emphasizes the enhancement of the higher-order thinking skills of learners, supports a more varied instructional design for teachers, and integrates technology-based learning, especially in an online learning context. It also proposes some applicable models and processes as practical guidelines for instructional design to support learners' learning environments and develop core competencies and skills for the 21st century and beyond. (As Provided). |
| Anmerkungen | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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