CONSTRUCTIVISM VERSUS OBJECTIVISM: IMPLICATIONS FOR INTERACTION, COURSE DESIGN, AND EVALUATION IN DISTANCE EDUCATION.

By Charalambos Vrasidas. 2000

393 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0fec883455e8a49fa457dbca585864b625c793c9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Doris U. Bolliger
2. Florence Martin
3. Younghee Woo
4. Thomas C. Reeves
5. Qiyun Wang
6. Susan McKenney
7. Hasnan Baber
8. Ru-Chu Shih

Citations in the corpus

• Meaningful interaction in web-based learning: A social constructivist interpretation (2007, methodology): “…should include responding, negotiating internally and socially, arguing against points, adding to evolving ideas, and offering alternative perspectives with one another while solving some real tasks (Jonassen et al., 1995; Lapadat, 2002; Lave & Wenger, 1991; Vrasidas, 2000; Vygotsky, 1978).”
• Instructor and student perceptions of online student engagement strategies (2018, background): “Learner–content interaction is another component of engagement crucial to student success (Vrasidas, 2000).”
• A generic model for guiding the integration of ICT into teaching and learning (2008, background): “Interactivity is a major construct and striking characteristic of a learning environment (Chou, 2003; Vrasidas, 2000).”