The strength of this paper is in the surveys of different approaches to student centered learning; the tables in the first half comparing approaches to designing instruction, social and cognitive constructivism, and instructional approaches are useful. But the theory proposed is what would in philosophy be called a homunculus theory: amid a maze of learning strategies, assessments and other educational apparatus is a little box, discussed in one paragraph, titled, "construct learning." Which, of course, is what the system as a whole is supposed to do.
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