Abstract
A solid theoretical foundation is essential for designing effective educational technology. However, different theories may offer competing recommendations, and it is important to balance multiple theoretical perspectives in technology design. In this poster paper, we describe how a systematic review methodology, traditionally used in the medical field, can be applied in a learning sciences context to identify student behaviors and learning conditions that are beneficial to learning. We present the process and early results by examining the overlap and discrepancies between knowledge building and inquiry learning theories as they relate to pedagogical best practices.
Original language | English (US) |
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Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
Editors | Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1201-1202 |
Number of pages | 2 |
Volume | 2 |
ISBN (Electronic) | 9780990355083 |
State | Published - 2016 |
Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Other
Other | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
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Country/Territory | Singapore |
City | Singapore |
Period | 6/20/16 → 6/24/16 |
Keywords
- Inquiry learning
- Knowledge building
- Systematic review
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education