Constructivist and Person-Centered Learning in Higher Education - Using Indicators and Case Examples for Comparing Good Practice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F13%3A43914923" target="_blank" >RIV/49777513:23420/13:43914923 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-642-35879-1_6" target="_blank" >http://dx.doi.org/10.1007/978-3-642-35879-1_6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-642-35879-1_6" target="_blank" >10.1007/978-3-642-35879-1_6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Constructivist and Person-Centered Learning in Higher Education - Using Indicators and Case Examples for Comparing Good Practice

Popis výsledku v původním jazyce

Constructivist and humanistic, person-centered education stand out as two well-known educational paradigms. Their commonalities and differences in technology-enhanced settings, however, have not yet been systematically investigated. Thus we set out to compare principles and our experiences in facilitating constructivist and person-centered learning. The goal is to identify commonalities and differences between the two approaches in order to derive implications for educational practice, research, and technology support. We proceed from a pragmatic perspective substantiated by examples in the context of higher education. Results suggest that the two paradigms overlap heavily but exhibit subtle differences concerning the paths to reach their primary objectives. Besides comparing educational paradigms, we aim at inspiring educators to steadily develop their relational/educational offerings and grow cognitively as well as (inter)personally with their students

Název v anglickém jazyce

Constructivist and Person-Centered Learning in Higher Education - Using Indicators and Case Examples for Comparing Good Practice

Popis výsledku anglicky

Constructivist and humanistic, person-centered education stand out as two well-known educational paradigms. Their commonalities and differences in technology-enhanced settings, however, have not yet been systematically investigated. Thus we set out to compare principles and our experiences in facilitating constructivist and person-centered learning. The goal is to identify commonalities and differences between the two approaches in order to derive implications for educational practice, research, and technology support. We proceed from a pragmatic perspective substantiated by examples in the context of higher education. Results suggest that the two paradigms overlap heavily but exhibit subtle differences concerning the paths to reach their primary objectives. Besides comparing educational paradigms, we aim at inspiring educators to steadily develop their relational/educational offerings and grow cognitively as well as (inter)personally with their students

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2013

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Information Systems, E-learning, and Knowledge Management Research. 4th World Summit on the Knowledge Society, WSKS 2011. Mykonos, Greece, September 21-23, 2011. Revised Selected Papers

ISBN

978-3-642-35878-4

ISSN

1865-0929

e-ISSN

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Počet stran výsledku

14

Strana od-do

44-57

Název nakladatele

Springer-Verlag

Místo vydání

Berlin Heidelberg

Místo konání akce

Mykonos

Datum konání akce

21. 9. 2011

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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