Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

Strang, KD

Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

Strang, KD

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Publisher:: IGI
Publication Type:: Journal Article
Citation:: International Journal of Virtual and Personal Learning Environments, 2011, 2 (3), pp. 50 - 63
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Strang, KD	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	International Journal of Virtual and Personal Learning Environments, 2011, 2 (3), pp. 50 - 63	en_US
dc.identifier.issn	1947-8518	en_US
dc.identifier.uri	http://hdl.handle.net/10453/27727
dc.description.abstract	Virtuallearningisapopularteachingmodality,andithasbeenreportedinresearchthatthereisnosignificant difference in academic outcome as compared with face-to-face courses. Not allresearchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methodsfor virtual learning.Constructivism learning theory is applied using knowledge managementprinciplestoteachanonlinemasters-levelresearchmethods courseatanAustralianuniversity. Asynchronous and synchronoustools are used in the VLE, and contrasted in a controlled experiment. The hypothesisisstudent grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.	en_US
dc.publisher	IGI	en_US
dc.relation.ispartof	International Journal of Virtual and Personal Learning Environments	en_US
dc.relation.isbasedon	10.4018/jvple.2011070104	en_US
dc.title	Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	2	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	0801 Artificial Intelligence and Image Processing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	2	en_US

Abstract:

Virtuallearningisapopularteachingmodality,andithasbeenreportedinresearchthatthereisnosignificant difference in academic outcome as compared with face-to-face courses. Not allresearchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methodsfor virtual learning.Constructivism learning theory is applied using knowledge managementprinciplestoteachanonlinemasters-levelresearchmethods courseatanAustralianuniversity. Asynchronous and synchronoustools are used in the VLE, and contrasted in a controlled experiment. The hypothesisisstudent grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/27727