Toward constructivism for adult learners in online learning environments

By Hsiu-Mei Huang. British Journal of Educational Technology, 2002

729 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/87cff4558fe86c0fe1a4412dc8ea2e70f684a857

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity (2008, background): “Teachers develop an assessment according to what they think is authentic for the professional field (Huang 2002; Petraglia 1998).”
THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “Constructivist theory also predicts higher student performance in flipped classes (Bishop & Verleger, 2013; Dubinsky & McDonald, 2001; Huang, 2002).”
The making of an exemplary online educator (2011, background): “The learning then has the ability to be transformational for both the student and the educator (Boyer, Maher, & Kirkman, 2006 ) as they become ‘intellectual partners’ (Huang, 2002 , p.”
A five-dimensional framework for authentic assessment (2004, background): “…assessments according to their own view causes a problem: Although may do our best to develop authentic assessments known as preauthentication (Huang, 2002; Petraglia, 1998), can be interpreted either as that it is impossible to design an authentic assessment, or that it is very important to…”
Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review (2018, background): “As a result, there is often a greater onus on students in these environments to be more autonomous and self-directed in their learning (Huang, 2002).”
Investigating learners' attitudes toward virtual reality learning environments: Based on a constructivist approach (2010, background): “Although approaches such as using virtual reality for education promise among others student engagement, all whorthwhile educational innovationmust beginwith solid pedagogy (Huang, 2002; Huang & Liaw, 2004; Lok et al., 2006).”