Section I: Constructivism and Progressive Higher Education in the World of Information Technology
This set of chapters focuses on conceptual frameworks. Beginning with the relationship of John Dewey’s thinking to the development of constructivism, the authors frame their discussions of constructivist theory in terms of the ways in which information technology can be deployed to support active and collaborative learning. There is also a critical analysis of whether progressive approaches to education are in fact being promoted by IT in educational institutions serving adults, or whether globalization and market forces emphasize efficiency rather than open inquiry.
Chapter I: Closing the Circle: From Dewey to Web 2.0
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Maria Luisa Pérez Cavana, Open University, UK
Chapter II: Beyond Constriction and Control: Constructivism in Online Theory and Practice
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Noel Fitzpatrick, Dublin Institute of Technology, Ireland
Nóirín Hayes, Dublin Institute of Technology, Ireland
Kevin C. O’Rourke, Dublin Institute of Technology, Ireland
Chapter III: The Theory and Practice of Teaching with Technology in Today’s Colleges and Universities
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Barbara de la Harpe, RMIT University, Australia
Fiona Peterson, RMIT University, Australia
Chapter IV: A Constructivist Approach to Online Learning: The Community of Inquiry Framework
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Karen Swan, Kent State University, USA
Jennifer C. Richardson, Purdue University, USA
D. Randy Garrison, University of Calgary, Canada
Chapter V: Applying Constructivism to Online Learning– A New Instructional Design Map
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Jennifer Lee, University of North Texas, USA
Lin Lin, University of North Texas, USA
Chapter VI: Enhancing Authentic Assessment through Information Technology
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Beth Rubin, DePaul University, USA
Chapter VII: Nontraditional Students and Information Technology: The Siren Call of the Virtual Classroom and its Impact on Progressive Educational Ideals
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Xenia Coulter, SUNY Empire State College, USA
Alan Mandell, SUNY Empire State College, USA
Section II: Teaching and Learning with Information Technology: Constructivist Approaches
This section includes analyses of a variety of information technologies as they are being used within constructivist frameworks in higher education. The facilitation of active learning in immersive environments and collaborative settings and the creation of mental models as supported by digital media are described in detail.
Chapter VIII: Online Learning Conversations: Potential, Challenges and Facilitation
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Jakko van der Pol, Utrecht University, The Netherlands
Chapter IX: Virtual Constructivism: Avatars in Action
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Laura Nicosia, Montclair State University, USA
Chapter X: The Power And Promise Of Web 2.0 Tools
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G. Andrew Page, University of Alaska, USA
Radwan Ali, Kennesaw State University, USA
Chapter XI: Information Technology and Mental Modeling
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Shalin Hai-Jew, Kansas State University, USA
Section III: International Approaches to Constructivism: Case Studies
This section details how higher education institutions around the world are experimenting with the constructivist use of information technology. The case studies in this section illustrate a number of applications used with a variety of academic subject matters, in blended classrooms and in online delivery, as well as the response of an historically progressive college to technology’s challenges.
Chapter XII: Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education
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Roisin Donnelly, Dublin Institute of Technology, Ireland
Chapter XIII: Critical Survey of Information Technology Use in Higher Education – Blended Classrooms
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James Cronin, University College Cork, Ireland
John Paul McMahon, University College Cork, Ireland
Michael Waldron, University College Cork, Ireland
Chapter XIV: Structure of a Blended University Course: Applying Constructivist Principles to Blended Teaching
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Maria Beatrice Ligorio, University of Bari, Italy
Nadia Sansone, University of Bari, Italy
Chapter XV: Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study
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Hwee Ling Lim, The Petroleum Institute, United Arab Emirates
Fay Sudweeks, Murdoch University, Australia
Chapter XVI: Constructivist Strategies to Optimize Four Levels of Interaction in a Distributive Learning Environment: A Case Study
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Linda Lohr, University of Northern Colorado, USA
Nicholas Eastham, University of Northern Colorado, USA
David Kendrick, University of Northern Colorado, USA
Chapter XVII: Facilitating Students-Driven Learning of Computer Programming with Technology
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Alessio Gaspar, University of South Florida Polytechnic, USA
Sarah Langevin, University of South Florida Polytechnic, USA
Naomi Boyer, University of South Florida Polytechnic, USA
Chapter XVIII: Designing Asynchronous Discussions to Teach Critical Thinking
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John Miller, National University, USA
Chapter XIX: To Be in Occasional Touch: Goddard College’s Progressive Principles and Distributed Learning
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Mark H. Schulman, Goddard College, USA
Chapter XX: Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education
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Carol R. Rinke, Gettysburg College, USA
Divonna M. Stebick, Gettysburg College, USA
Lauren Schaefer, Carroll County Pennsylvania Public Schools, USA
M. Evan Gaffney, Gettysburg College, USA
Chapter XXI: The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment
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Michal Zellermayer, Levinsky College of Education, Israel
Nili Mor, Levinsky College of Education, Israel
Ida Heilweil, Levinsky College of Education, Israel
