The impact of exploration strategy, prior knowledge, and instructional support on discovery learning outcomes in interactive learning environments: Experimental findings and implications for theory

Friday 13 April, 2012

Presentation by Barney Dalgarno

Abstract:

Discovery learning has been advocated as a strategy for learning in online learning environments, consistent with constructivist theories of learning. On the other hand, some researchers have countered with empirical evidence suggesting that ‘pure’ discovery-based learning is of limited value. This seminar will discuss the results of empirical studies exploring the conditions under which discovery learning in online learning environments does and does not result in measurable learning benefits over alternative instructional approaches. Key principles for the design of such environments and the associated learning tasks, derived from this body of empirical research and the wider literature, will be discussed. Finally, the notion of learner scaffolding will be discussed, and, using the case study of a virtual chemistry laboratory, examples of how the idea can be applied in a 3D virtual environment will be illustrated.

Click below for the audio recording:

Alternatively, if you wish to download the file to listen at a later date, ’right click’ the link below:

BD_13_04_12

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s