About this paper

Appears in:
Pages: 885-895
Publication year: 2014
ISBN: 978-84-617-0557-3
ISSN: 2340-1117

Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain

CONCEPTUAL FRAMEWORK FOR SUPPORTING E-LEARNING SYSTEMS

D. Al-Jumeily1, A. Hussain1, B. Al Lawatib2, S. Crate1

1Liverpool John Moores University (UNITED KINGDOM)
2Ministry of Education (OMAN)
Pedagogical models are cognitive or theoretical construct, which are derived from models that allow knowledge, skills, and ability views, which create the foundation for learning theory. This implies that pedagogical models refer to mechanism through which theory is linked to practice. Pedagogical models lead to instructional strategies for any e-learning system, which are defined by some researchers as “the plans and techniques that the instructor/instructional designer utilize to engage the learner and facilitate learning”. It has been proposed that the importance of designing an e-learning system with a pedagogical foundation that is built on learning theory as; behaviorist, constructivist and collaborative. This proposes three learning theories models whose characteristics are an important feature of teaching and learning.

The proposed learner environment is based on constructive perspective (learner focus) learning according to well-known research. This model offers an environment where focus is on the learner and encourages them to construct new ideas by testing theory through the solving of problems. Associated pedagogy with this model is: the provision of an interactive environment for the building of knowledge and problem solving ability, provision of activities that promote experimentation and discovery and allow evaluation and reflection. On the other hand, this model allows a teacher to maximize the pedagogy of a rich/dynamic learning environment, increase student participation, and provide back-up learning materials. This is because the theory of learning encourages a learning environment where instructions are learner centered and teachers are only facilitators. In this theory, knowledge and skills are gained by the interaction between study materials. Therefore, the research will focus on platforms which will use learning styles that encourage interaction and learner centered learning, which is referred to by existing work as learning style-based adaptive educational systems which allow for increased integration and interaction. According to some of the published work, adopting a constructivist perspective through video games offers problem-based learning and through this pedagogical purpose, harness the interest of students to geography.
@InProceedings{ALJUMEILY2014CON,
author = {Al-Jumeily, D. and Hussain, A. and Al Lawatib, B. and Crate, S.},
title = {CONCEPTUAL FRAMEWORK FOR SUPPORTING E-LEARNING SYSTEMS},
series = {6th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN14 Proceedings},
isbn = {978-84-617-0557-3},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {7-9 July, 2014},
year = {2014},
pages = {885-895}}
TY - CONF
AU - D. Al-Jumeily AU - A. Hussain AU - B. Al Lawatib AU - S. Crate
TI - CONCEPTUAL FRAMEWORK FOR SUPPORTING E-LEARNING SYSTEMS
SN - 978-84-617-0557-3/2340-1117
PY - 2014
Y1 - 7-9 July, 2014
CI - Barcelona, Spain
JO - 6th International Conference on Education and New Learning Technologies
JA - EDULEARN14 Proceedings
SP - 885
EP - 895
ER -
D. Al-Jumeily, A. Hussain, B. Al Lawatib, S. Crate (2014) CONCEPTUAL FRAMEWORK FOR SUPPORTING E-LEARNING SYSTEMS, EDULEARN14 Proceedings, pp. 885-895.
User:
Pass: