Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

Bransford’s Model of Learning Environment

Bransford, Brown, Cocking, Donova, and Pellegrino (1999) proposed a model for designing effective learning environments. The learning environment should be learner-centered, knowledge-centered, assessment-centered, and community-centered as shown in figure 1. An effective learning environment must be learner-centered so that the knowledge, skills, attitudes, and beliefs of the students are taken into consideration by the instructors. Learners often use their current knowledge to construct new knowledge. In a learner-centered environment, instructors would attempt to understand what students think, discuss their misconceptions, and integrate instructional strategies that can help learners to acquire new knowledge. Bransford et al. (1999) stated “Overall, learner-centered environments include teachers who are aware that learners construct their own meanings, beginning with the beliefs, understanding, and cultural practices they bring to the classroom” (p. 124). The teacher is the bridge that helps learners build new understandings.

Figure 1.

Perspectives on learning environments (Adapted from Bransford et al., 1999, p.122)

An effective learning environment is knowledge-centered. It is not sufficient to only teach thinking skills and problem-solving skills. These abilities require well-organized knowledge that can be retrieved for the appropriate context. A knowledge-centered learning environment focuses on curriculum design in which students are expected to achieve desired learning outcomes. The curriculum should “help students develop interconnected pathways within a discipline so that they learn their way around in it and not lose sight of where they are” (Bransford et al, 1999, p. 141).

Good learning environments should also be assessment-centered so that students can have many opportunities to receive feedback for improvement. Assessment must reflect the learning goals. Assessment can not only help the students to improve their learning but also the instructors to revise their instructional approach.

Finally, effective learning environments should be community-centered, which share norms and value high standard learning. The norms include ways for learners to interact, receive feedback, and learn.

These guidelines provide a clear pedagogical framework for designing effective online learning environments. These principles are well-supported in the literature. However, for higher education distance learning, the role of the instructor is not clearly defined in this model. In addition, the attributes of technology are missing. The community of inquiry model by Garrison, Anderson, and Archer (1999) does address the roles of instructor, students, and learning in distance learning environments.