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Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study

Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study

Linda Lohr, Nicholas Eastham, David Kendrick
Copyright: © 2009 |Pages: 15
ISBN13: 9781605666549|ISBN10: 1605666548|EISBN13: 9781605666556
DOI: 10.4018/978-1-60566-654-9.ch016
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MLA

Lohr, Linda, et al. "Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study." Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, edited by Carla R. Payne, IGI Global, 2009, pp. 247-261. https://doi.org/10.4018/978-1-60566-654-9.ch016

APA

Lohr, L., Eastham, N., & Kendrick, D. (2009). Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study. In C. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks (pp. 247-261). IGI Global. https://doi.org/10.4018/978-1-60566-654-9.ch016

Chicago

Lohr, Linda, Nicholas Eastham, and David Kendrick. "Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment: A Case Study." In Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, edited by Carla R. Payne, 247-261. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-654-9.ch016

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Abstract

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 on instructional design. Four types of interaction data were collected from 27 participants, one instructional designer/instructor, and two assistant designers. Overall, constructivist strategies appeared to contribute to a successful learning experience as measured by participant surveys, designer observations, and academic performance. A strong majority of students considered a number of constructivist strategies beneficial, such as the provision of a variety of reading and learning activity options, as well as participation in an authentic and relevant learning task. Academic quality of end of semester instructional products was high. A strong majority of participants received a rating of excellent, as determined by designer/instructor and mentor evaluations. Some constructivist strategies appeared to detract from the learning experience. Data related student-to-student, student-to-content, student-to-teacher, and student-to-interface interaction suggests the need to clarify expectations for small group discussions and participant blogs, rewriting or repositioning an instructional story as a case study, increasing design-document specific feedback, using a broad and shallow interface structure and moving selected course content to pre-packaged paper-based format to reduce cognitive demands related to reading while online.

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