Volume Two - Academic Conferences

Li Zhong Zhang
There is a wealth of information in the literature which reports and describes highly viable application
of constructivism in technology-based or online learning (Hung, 2001; Chou, 2008). Zhang (2006)
reports a principled approach to language education by adopting constructivist principles. Oliver &
Herrington (2003) explore ways in which contemporary pedagogical principles rooted in constructivist
principles can guide and the design of technology-mediated learning environments.
It is also evident that new technologies have the potential to provide a constructivist learning
environment for both the instructor and learners if learning strategies are appropriately designed to
facilitate technology-based instruction (Zhang, 2006). From a constructivist perspective, simply
reproducing conventional teaching and learning concepts in a computational environment does not
utilize these new technologies. Technologies should not be used as conveyors and delivers of only
information messages, but should engage both the instructor and learners in meaningful learning,
where they are intentionally and actively processing information while pursuing authentic tasks
together in order to construct personal and socially shared meaning for the phenomena they are
exploring and manipulating.
4. Learner-centered psychological principles
Another dimension of theoretical framework for learning to be noted is that of Learner-centered
Psychological Principles, a framework for new designs in curriculum and instruction as well as in
assessment systems for evaluating accomplishment of learning goals (Jara and Mellar, 2010). There
are fourteen Principles which present a paradigm shift from traditional teacher-centered approach to
one that emphasizes the active and reflective nature of learning and learners.
4.1 Adult learning theory
With an increasing demand for technology-based distance learning or online learning among mature
learners, an understanding of how adults learn can guide in more effective design of online courses
and training programmes offered. Knowles’ theory of andragogy (1999), is a theory developed for
adult learning, Among the six principles proposed, self-directed and learner-relevancy bear direct
implications on course design.
4.2 Learning technologies : Perspectives and considerations
A distinction should be made between instructional strategies and instructional media. While the
former indicates the methods of instruction or learning strategies, the latter constitutes the media
through which instruction for learning is delivered (see examples in Table 1).
Table 1: Examples of instructional strategies and possible corresponding instructional media
Instructional strategies Instructional media
Eg. 1. Drill & practice
2. Case studies
3.Group discussion
1.Computer-assisted instruction
2. Videos, audio
3. Chat, BBS
The use of media for instructional purposes has been predominantly influenced by the development
and advancements of technologies, particularly with the emergence of the Internet / Web technologies
since early 1990s. There has been a tremendous growth in online learning and e-learning industry
with the convergence of information and communication technologies (ICT). The convergent
technologies can serve both as a delivery medium for flexibility in delivering courses online as well as
a powerful medium of instruction, collaboration and communication (Lim, 2008).
With the proliferation of ICT, we see the emergence of more open-ended systems and tools which are
capable of supporting learner-centered, knowledge construction and collaborative learning
environments.
Learning technological tools and systems can be represented under five instructional environments
(Hung, 2001):
Individual instructive tools
Individual constructive tools
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