About this paper

Appears in:
Page: 3486 (abstract only)
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0067

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

EDUCATIONAL ONLINE CONTENT QUALITY MEASURES – COGNITIVE AND CONSTRUCTIVE APPROACHES

K. Gurba1, E. Gurba2, I. Drobotowicz-Orkisz1

1Pontifical University of John Paul II in Krakow (POLAND)
2Jagiellonian University (POLAND)
Various attitudes to the problem of online educational content quality resulted in numerous attempts to general measures or indexes of quality within online learning. In our paper we will point out one of the main axes along which the discussion of quality assurance in online learning takes place. We are studying the consequences of taking two opposite standpoints towards educational online content production. First of them is based on cognitivism, and therefore underlines the importance of placing given portion of knowledge in the overall, highly regulated system of education, which includes educational methodology, learning effects, skills and learning management systems. Second approach, which we traditionally call constructivist, is connected with individual choice of learning outcomes, personal learning environment (PLE), horizontal communication between learners (including peer-learning and peer- assessment) or even inverted learning (like in flipped classes).

We observe that the preference of selected approach results in different ‘styles’ of educational content quality assurance. Moreover, constructivists and cognitivists in online learning differ in defining the measure of quality for learning content. Hypothetic two opposite indexes of educational content quality (cognitive vs constructivist quality indexes) are consistent with the fundamental philosophy underlying the two. But, as we want to prove, there is still room for elimination of this discrepancy. In a number of case studies we will show possible ways of bringing together two fundamentally inconsistent attitudes to the online learning content quality measures.
@InProceedings{GURBA2018EDU,
author = {Gurba, K. and Gurba, E. and Drobotowicz-Orkisz, I.},
title = {EDUCATIONAL ONLINE CONTENT QUALITY MEASURES – COGNITIVE AND CONSTRUCTIVE APPROACHES},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0067},
url = {http://dx.doi.org/10.21125/inted.2018.0067},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {3486}}
TY - CONF
AU - K. Gurba AU - E. Gurba AU - I. Drobotowicz-Orkisz
TI - EDUCATIONAL ONLINE CONTENT QUALITY MEASURES – COGNITIVE AND CONSTRUCTIVE APPROACHES
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0067
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 3486
EP - 3486
ER -
K. Gurba, E. Gurba, I. Drobotowicz-Orkisz (2018) EDUCATIONAL ONLINE CONTENT QUALITY MEASURES – COGNITIVE AND CONSTRUCTIVE APPROACHES, INTED2018 Proceedings, p. 3486.
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