A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions
- 1 January 1993
- journal article
- research article
- Published by Taylor & Francis Ltd in Distance Education
- Vol. 14 (2), 199-211
- https://doi.org/10.1080/0158791930140204
Abstract
It has been said that assumptions regarding learning are implicit in designs of instruction and education. The purpose of this article is to explore the assumptions of the teaching‐learning process in distance education. Cognitive constructivist learning theory is used to clarify current and emerging assumptions regarding teaching and learning at a distance. It is suggested that perhaps a cognitive constructivist view of learning may provide a perspective for distance educators to clarify their assumptions and design instruction that is more than efficient assimilation of prescribed content.Keywords
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