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Cognitive requirements for learning with open-ended learning environments.
- Source :
- Educational Technology Research & Development; 2000, Vol. 48 Issue 3, p61-78, 18p
- Publication Year :
- 2000
-
Abstract
- Open-ended learning environments (OELEs) use the capabilities of technology to provide students with opportunities to engage in authentic problem solving; generate, test, and revise hypotheses; explore and manipulate concepts; and reflect on what they know. By design, such environments require sophisticated levels of cognitive functioning. The purpose of this paper is to critically analyze assumptions underlying learner-centered, technology-based environments in light of how well learners appear to meet the cognitive demands for engaging them. Implications for design include the following considerations: (a) direct learner attention to key variables and visual cues; (b) prompt and guide connections to prior knowledge; and (c) provide explicit scaffolding of metacognition and teaching-learning strategies. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10421629
- Volume :
- 48
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Educational Technology Research & Development
- Publication Type :
- Academic Journal
- Accession number :
- 73007879
- Full Text :
- https://doi.org/10.1007/BF02319858