Almost nobody, it seems, believes in the instructivist model of learning - the presentation of material and the expectation (hope?) that it will be absorbed by osmosis. Most writers in the field support something like this: "learning environments should be student-centred, knowledge-centred, asessment-centred and community-centred." So why, asks the author, is the dominant mode of teaching at universities more like the instructionist and less like the constructivist? Too many factors inhibit change. "For universities to adapt to the changing circumstances they find themselves in, radical, rather than incremental change is needed, and this requires all stakeholders to re-evaluate their paradigm of university education." Via elearnopedia.
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