"Learning Theory and Online Technologies" offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know…

Examines the role of goals in the learning process and reviews another theoretical perspective, experienced cognition as additional justification for the constructivist revolution affecting the field of instructional design. Addresses the implications of experienced cognition for dealing with learning goals and learning environments. (Contains 32…

Describes some of the many conceptions of learning that have guided the field of instructional design in two main periods: one focusing on learning from an objectivist perspective, which lasted most of the 20th century, and one focusing on learning from cognitive and social constructivist perspectives, which has dominated the past decade. (AEF)

As a new century approaches it is time to re-assess the foundations on which instructional design currently rests, as well as the "mode of thinking" that it promotes. Traditional theories regarding instructional design have largely been implicitly based on out-moded eighteenth century conceptions of the physical universe (a mechanistic world view)…

Discusses the promise of recent movements such as constructivism and the infusion of technology in the curriculum for improving the achievement of all students in the core subject areas of the National Education Goals. Highlights include constructivist theory, principles of constructivist pedagogy, descriptors of constructivist teaching behaviors,…

Research undertaken in 2000-2001 in one Scottish university shows that most current university teachers' conceptions of and approaches to using the Web for learning and teaching are far removed from the concept of networked learning. If approaches to using the Web are to move closer to definitions of networked learning, teachers' conceptions need…

Distance learning has significantly changed over the years from a social, pedagogical, and technological perspective. The compatible bonding of telecommunications technologies and social constructivist learning principles premised a pedagogical ecology that has challenged traditional teaching practices, faculty and student roles, institutional…

This document presents the proceedings of the 23rd annual National Convention of the Association for Educational Communications and Technology (AECT) (Denver, Colorado, 2000). For the first time, the Proceedings are published in two volumes. The first volume contains papers dealing primarily with research and development topics. Papers dealing…