Critical Survey of Information Technology Use in Higher Education: Blended ClassroomsJames G.R. Cronin (University College Cork, Ireland), John Paul McMahon (University College Cork, Ireland) and Michael Waldron (University College Cork, Ireland)
Copyright © 2009. 13 pages.
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DOI: 10.4018/978-1-60566-654-9.ch013 Sample PDFCite
MLA
Cronin, James G.R., John Paul McMahon and Michael Waldron. "Critical Survey of Information Technology Use in Higher Education: Blended Classrooms." Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. IGI Global, 2009. 203-215. Web. 19 May. 2013. doi:10.4018/978-1-60566-654-9.ch013
APA
Cronin, J. G., McMahon, J. P., & Waldron, M. (2009). Critical Survey of Information Technology Use in Higher Education: Blended Classrooms. In C. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks (pp. 203-215). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-654-9.ch013
Chicago
Cronin, James G.R., John Paul McMahon and Michael Waldron. "Critical Survey of Information Technology Use in Higher Education: Blended Classrooms." In Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, ed. Carla R. Payne, 203-215 (2009), accessed May 19, 2013. doi:10.4018/978-1-60566-654-9.ch013
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  | | TopAbstractReception and use of information technology by lifelong learners within a “blended” learning environment needs to be articulated within a constructivist paradigm. Increasingly, the term reflective practice is appearing in the vocabulary of adult education discourse. Educators have become familiar with the concept of reflective practice through Donald Schön’s writings. Schön’s work is founded on a tradition of learning supported by Dewey, Lewin, and Piaget. As a learning group, lifelong learners are receptive to constructivist learning interventions where facilitated activities provide learners with opportunities to enact and collaboratively construct meaning as interventions unfold. This case study reviews learning enactments through an online discussion forum in an evening diploma in European Art History, University College Cork, Ireland. TopComplete Chapter List
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Maria Luisa Pérez Cavana (Open University, UK)
Taking into account the complexity and multiplicity of constructivist theories, the first part of this chapter focuses on the relationship between epistemology and p...
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| 2. |
Noel Fitzpatrick (Dublin Institute of Technology, Ireland), Nóirín Hayes (Dublin Institute of Technology, Ireland), K.C. O’Rourke (Dublin Institute of Technology, Ireland)
Constructivism has become the comfortable face of educational theory in recent years, due in no small part to the mainstreaming of learning technologies since the 19...
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| 3. |
Barbara de la Harpe (RMIT University, Australia), Fiona Peterson (RMIT University, Australia)
There is a strong move worldwide for a constructivist theory to underpin the way teaching and learning are viewed in today’s colleges and universities. In this chapt...
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| 4. |
Karen Swan (Kent State University, USA), D.R. Garrison (University of Calgary, Canada), Jennifer C. Richardson (Purdue University, USA)
This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey’s progressive understanding o...
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| 5. |
Jennifer Lee (University of North Texas, USA), Lin Lin (University of North Texas, USA)
Based on constructivist principles, this chapter provides a new instructional design map for online learning environments. This instructional design map includes con...
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| 6. |
Beth Rubin (DePaul University, USA)
Constructivist education usually involves authentic assessment, which is affected by the media used to teach. Information technology can enhance or hinder the authen...
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| 7. |
Xenia Coulter (SUNY Empire State College, USA), Alan Mandell (SUNY Empire State College, USA)
The adult college student, caught between the competing demands of work and home, has recently become a valuable commodity in today’s fast-changing American universi...
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| 8. |
Jakko van der Pol (Utrecht University, The Netherlands)
This chapter aims to perform a thorough analysis of students’ online learning conversations. Although offering a high potential for collaborative learning, successfu...
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| 9. |
Laura M. Nicosia (Montclair State University, USA)
Contemporary educators have been reassessing pedagogical frameworks and reevaluating accepted epistemologies and ontologies of learning. The age-old debate whether k...
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| 10. |
G. Andrew Page (The University of Alaska Anchorage, USA), Radwan Ali (Kennesaw State University, USA)
The key idea that sets constructivism apart from other theories of cognition was launched about 60 years ago by Jean Piaget. It was the idea that what is called know...
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| 11. |
Shalin Hai-Jew (Kansas State University, USA)
This chapter examines some ways information technologies (IT) are deployed in higher education courses to help learners create robust mental models. In e-learning, m...
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| 12. |
Roisin Donnelly (Dublin Institute of Technology, Ireland)
This chapter critically explores the design and implementation of a blended problem-based learning (PBL) module for academic professional development in higher educa...
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| 13. |
James G.R. Cronin (University College Cork, Ireland), John Paul McMahon (University College Cork, Ireland), Michael Waldron (University College Cork, Ireland)
Reception and use of information technology by lifelong learners within a “blended” learning environment needs to be articulated within a constructivist paradigm. In...
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| 14. |
M. Beatrice Ligorio (University of Bari, Italy), Nadia Sansone (University of Bari, Italy)
In this chapter, the case of a blended university course will be described in detail. The main focus of this description will be on how some constructivist principle...
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| 15. |
Hwee Ling Lim (The Petroleum Institute-Abu Dhabi, UAE), Fay Sudweeks (Murdoch University, Australia)
As educators utilize an increasingly wide range of technologies for facilitating interaction between distant learning parties, there are concerns over the ad hoc use...
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| 16. |
Linda Lohr (University of Northern Colorado, USA), Nicholas Eastham (University of Northern Colorado, USA), David Kendrick (University of Northern Colorado, USA)
This case study describes how a constructivist theory of learning guided the design of distributed learning environment for a three credit hour graduate level course...
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| 17. |
Alessio Gaspar (University of South Florida Polytechnic, USA), Sarah Langevin (University of South Florida Polytechnic, USA), Naomi Boyer (University of South Florida Polytechnic, USA)
This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technol...
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| 18. |
John Miller (National University, USA)
A central component of constructivist pedagogy at the college level is the modeling and practicing of critical thinking, and since Socrates, discussion has been the...
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| 19. |
Mark H. Schulman (Goddard College, USA)
The challenges for Goddard College posed by 21st Century information technologies are their incorporation into, and reflection of, the foundational principles of the...
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| 20. |
Carol R. Rinke (Gettysburg College, USA), Divonna M. Stebick (Gettysburg College, USA), Lauren Schaefer (Carroll County Public Schools, USA), M. Evan Gaffney (Gettysburg College, USA)
This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) i...
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| 21. |
Michal Zellermayer (Levinsky College of Education, Israel), Nili Mor (Levinsky College of Education, Israel), Ida Heilweil (Levinsky College of Education, Israel)
This chapter describes the learning environment that the authors created for veteran teachers, graduate students in Teaching and Learning who are interested in devel...
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