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Theories of learning and their implications

Jones, Ann and Mercer, Neil (1993). Theories of learning and their implications. In: Scrimshaw, Peter ed. Language, Classrooms and Computers. Abingdon: Routledge, pp. 11–28.

URL: http://www.routledge.com/books/details/97804150857...
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Abstract

In any form of teaching, assumptions are made about the kind of learning that the teacher hopes will take place, and about the process of learning. In other words the teacher has a model of learning, although it may not be explicit: indeed the teacher may not be aware of it herself. What are the assumptions about teaching and learning which lie behind educational programs? What kind of learning is envisaged by the designer of a particular piece of software? In this chapter we shall look at the relationship between theories of learning and educational software. In order to do this we need to look at some of the theories of learning which are relevant: behaviourism, constructivism and "socio-cultural" theory, derived from the work of Vygotsky.

Item Type: Book Section
Copyright Holders: 1993 Peter Scrimshaw
ISBN: 0-415-08574-8, 978-0-415-08574-8
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 38317
Depositing User: Ann Jones
Date Deposited: 27 Sep 2013 09:02
Last Modified: 07 Dec 2018 10:18
URI: http://oro.open.ac.uk/id/eprint/38317
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