@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):425-435
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;7(6):425-435
Designing an e-Learning Environment Based on Three Learning Theories; Behaviorism, Cognitivism, and Constructivism
ARTICLE INFO
Article Type
Original ResearchAuthors
Foroughi Abari A.A. (1 )Yarmohammadian M.H. (1 )
Aslani Gh.R. (* )
(* ) Educational Sciences Department, Educational Sciences & Psychology Faculty, Khorasgan Branch, Islamic Azad University, Esfahan, Iran
(1 ) Educational Sciences Department, Educational Sciences & Psychology Faculty, Khorasgan Branch, Islamic Azad University, Esfahan, Iran
Correspondence
Address: Educational Sciences Department, Islamic Azad University of Dezful, Azadegan Boulevard, Dezful, IranPhone: +98 6142420601
Fax: +986142420601
gh_aslani@yahoo.com
Article History
Received: October 16, 2014Accepted: December 9, 2014
ePublished: February 4, 2015
ABSTRACT
Aims
Proper design of e-learning environments leads to the benefits and capabilities of
e-learning. On the other hand, instructional design is closely associated with learning
theories and. Three major theories of learning are theories of behaviorism, cognitive and
constructivism. The aim of this study was to evaluate the instructional design models based
on learning theories behaviorism, cognitive and constructivism and providing inclusive
model for effective designing for e-learning environments.
Materials & Methods In this integrative inquiry study, Isaac Kandel comparative studies method was used to implement models based on three learning theories. The studied population was in the implementation part were instructional design models. In the implementation of the study population, the instructional design models. The tools for sampling was researchermade questionnaire containing 55 instructional design models and explanations attached to each model that its reliability was 0.83, measured by Cronbach’s alpha. To validate the model, experts’ opinion was used. The researcher-made questionnaire with reliability 0.91 was used to validate the model.
Findings Based on the analysis of the selected instructional designing models and based on the characteristics list of each group of behavioral, cognitive, and constructivist models related to designing e learning environments, the combinational model of instructional designing was developed, comprising 135 subcomponents and 12 main components. The model’s validation results indicated that all components and subcomponents had an above average score.
Conclusion The desired instructional designing model for e learning environments based on a combination of the characteristics of three theories of behaviorism, cognitivism, and constructivism comprised of 12 main components.
Materials & Methods In this integrative inquiry study, Isaac Kandel comparative studies method was used to implement models based on three learning theories. The studied population was in the implementation part were instructional design models. In the implementation of the study population, the instructional design models. The tools for sampling was researchermade questionnaire containing 55 instructional design models and explanations attached to each model that its reliability was 0.83, measured by Cronbach’s alpha. To validate the model, experts’ opinion was used. The researcher-made questionnaire with reliability 0.91 was used to validate the model.
Findings Based on the analysis of the selected instructional designing models and based on the characteristics list of each group of behavioral, cognitive, and constructivist models related to designing e learning environments, the combinational model of instructional designing was developed, comprising 135 subcomponents and 12 main components. The model’s validation results indicated that all components and subcomponents had an above average score.
Conclusion The desired instructional designing model for e learning environments based on a combination of the characteristics of three theories of behaviorism, cognitivism, and constructivism comprised of 12 main components.
CITATION LINKS
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[35]Azevedo R. Computer environments as metacognitive tools for enhancing learning. Educ Psychol. 2005;40(4):193-7.
[36]Vajoczki S, Watt S, Fenton N, Tarkowski J, Voros G, Vine MM. Lecture capture: An effective tool for uni¬versal instructional design?. Can J High Educ. 2014;44(2):1-29.
[37]Yazdani Kashani Z, Tamannayifar MR. Importance and status of web 2 tools in virtual education; implementing an interactive approach at virtual Universities of Iran. Bimonthly Educ Strateg Med Sci. 2013;6(2):119-28. [Persian]
[2]Mohammadyari S, Singh H. Understanding the effect of e-learning on individual performance: The role of digital literacy. Comput Educ. 2015;82:11-25.
[3]Mojtahedzadeh R, Mohammadi A, Emami A. Instructional design, implementation, and evaluation of an elearning system, an experience in Tehran university of medical sciences. Iran J Med Educ. 2011;11(4):348-59. [Persian]
[4]BaradaranK R, Banooghahramani S. Proposing a model for examining the factors affecting the acceptance of e-learning system from learner’s view. Sharif J Manag Indust Engin. 2009;26(1):91-101. [Persian]
[5]Zare'i Zuvaraki E. A blended approach to instructional design and learning environment: Critique of previous models and development of a new model. Educ Psychol J. 2012;8(24):27-48. [Persian]
[6]Pan CC. A symbiosis between instructional system design and project management. Can J Learn Teach. 2012;38(1):2-15.
[7]Afifi MK, Alamri SS. Effective principles in designing e-course in light of learning theories. Turk Online J Distance Educ. 2014;15(1):128-43.
[8]Kirsch I, Lynn JL, Vigorito M, Miller RR. The role of cognition in classical and operant conditioning. J Clin Psychol. 2004;60(4):369-92.
[9]Haghani F, Rezai H. Concrete application of learning theories in public health. Iran J Med Educ. 2012;11(9):1171-8. [Persian]
[10]Hubackova S. Pedagogical foundation of elearning. Proc Soc Behav Sci. 2014;131:24-8.
[11]Yadegarzaddeh GH, Parand K, Bahrami A. A consideration on the application of constructivist learning theory in higher education. Engin Cultur Monthly. 2008;3(23-24):72-83. [Persian]
[12]Khosravi N, Fardanesh H. A model for educational design based on a protect inspired by constructivist Approach. Manag Plan Educ. 1998;6(11):102-20. [Persian]
[13]Ertmer PA, Newby TJ. Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Perfom Improv Q. 2013;26(2):43-71.
[14]Haghani F, Masoomi R. Overview of learning theories and its applications in medical education. Iran J Med Educ. 2011;10(5):1188-97. [Persian]
[15]Zangeneh H, Fardanesh H. An instructional design model based on generative theory. Horizon Med Educ Dev. 2010;4(1):19-28. [Persian]
[16]Zarif Sanaee N. The assessment and comparison of different schools of learning in designing electronic lessons. Media. 2012;2(3)2:51-60. [Persian]
[17]Nadi MA, Kaveh Anahita. Principles and theories of comparative education. Esfahan: Mohebban; 2007. [Persian]
[18]Akbulut Y. Implications of two well-known models for instructional designers in distance education: Dick-Carey versus Morrison-Ross-Kemp. TOJDE. 2007;8(2):1-7.
[19]Sarka H. Motivation in elearning motivation in language courses. Proc Soc Behav Sci. 2014;122:353-6.
[20]Nakayama M, Mutsuura K, Yamamoto H. Impact of learner's characteristics and learning behavior on learning performance during a fully online course. Electron J e-Learn. 2014;12(4):394-408
[21]Tsoi MF, Goh NK. Addressing cognitive processes in e-learning: TSOI Hybrid Learning Model. US-China Educ Rev. 2008;5(7):29-35.
[22]Akdemir O, Koszalka TA. Investigating the relationships among instructional strategies and learning styles in online environments. Computers Educ. 2008;50(4):1451-61.
[23]Hsu PS, Chang TJ, Wu MH. A new diagnostic mechanism of instruction: A dynamic, real-time and non-interference quantitative measurement technique for adaptive e-learning. Int J of Distance Educ Tech. 2009;7(3):85-96.
[24]Anitha C, Harsha TS. Ethical perspectives in open and distance education system. Turkish Online J Distance Educ. 2013;14(1):193-201.
[25]Swann W. The impact of applied cognitive learning theory on engagement with elearning courseware. J Learn Design. 2013;6(1):74.
[26]Zare`iZ E, Aghigh K, Rastgar Kazem. Electronic measurement and evaluation: a case study on an e-learning course in industrial engineering. Educ Measurement J. 2010;1(1):95-119. [Persian]
[27]Safavi AA, Bavaghar majid, Ghaffari H. E-content criteria and standards from e-learning perspective. Q J Res Plan High Educ. 2007;13(1):27-52. [Persian]
[28]Hmelo‐Silver CE, Barrows HS. Facilitating collaborative knowledge building. Cogn Instruct. 2008;26(1):48-94.
[29]Kelly GJ, Mayer RE. Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Sci Educ. 2002;86(4):548-71.
[30]DiMartino J, Castaneda A. Assessing applied skills. Educ Leadersh. 2007;64(7):38-42.
[31]Caniels MC, Smeets-Verstraeten AH. The integration of instruction strategies into an e-learning environment. Eur J Vocation Train. 2009;47(2):4-27.
[32]Kalyuga S. Instructional designs for the development of transferable knowledge and skills: A cognitive load perspective. Comput Human Behav. 2009;25(2):332-38.
[33]Zhang D, Zhao JL, Zhou L, Nunamaker JF. Can e-learning replace classroom learning?. Commun EACM. 2004;47(5):75-9.
[34]Wilson JR, Schwier RA. Authenticity in the process of learning about Instructional Design. Canadian J Learn Tech. 2009;35(2). Available From: http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/520/253.
[35]Azevedo R. Computer environments as metacognitive tools for enhancing learning. Educ Psychol. 2005;40(4):193-7.
[36]Vajoczki S, Watt S, Fenton N, Tarkowski J, Voros G, Vine MM. Lecture capture: An effective tool for uni¬versal instructional design?. Can J High Educ. 2014;44(2):1-29.
[37]Yazdani Kashani Z, Tamannayifar MR. Importance and status of web 2 tools in virtual education; implementing an interactive approach at virtual Universities of Iran. Bimonthly Educ Strateg Med Sci. 2013;6(2):119-28. [Persian]