The use of an e-learning constructivist solution in workplace learning

International Journal of Industrial Ergonomics

Volumn 39, Issue 3, 2009, Pages 548-553

  Payne, A M ^a   Stephenson, J E ^b   Morris, W B ^b   Tempest, H G ^b   Mileham, A ^c   Griffin, D K ^b  

^a BRUNEL UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF KENT   (United Kingdom)

^c GENUS PLC   (United States)

Author keywords

Constructivism; E learning; Interactivity; Simulations; Workplace learning

Indexed keywords

ASYNCHRONOUS LEARNING; CONSTRUCTIVISM; E-LEARNING APPROACHES; E-LEARNING ENVIRONMENTS; EXPERIMENTAL TESTING; INTERACTIVITY; MODEL SYSTEMS; QUALITATIVE DATUM; SIMULATIONS; TRADITIONAL LEARNING; WORKPLACE ENVIRONMENTS; WORKPLACE LEARNING;

EMPLOYMENT; INTERNET; MULTIMEDIA SYSTEMS; PERSONNEL; PERSONNEL TRAINING;

E-LEARNING;

ARTICLE; EMPLOYEE; HUMAN; INTERNET; LEARNING; PRIORITY JOURNAL; SIMULATION; TASK PERFORMANCE; TIME; TRAINING; WORK ENVIRONMENT; WORKPLACE;

EID: 63649104663     PISSN: 01698141     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ergon.2008.10.019     Document Type: Article

References (39)

1. Atkinson R.C., and Shiffrin R.M. Human memory: a proposed system and its control processes. In: Spence K.W., and Spence J.T. (Eds). The Psychology of Learning and Motivation, Vol. 2 (1968), Academic Press, New York
2. Anderson J.R., and Bower G.H. Human Associative Memory (1973), Winston and Sons, New York V.H
3. Brown J.S., Collins A., and Duguid P. Situated cognition and the culture of learning. Educational Researcher 19 1 (1989) 32-42
4. Brown S.W., and King F.B. Constructivist pedagogy and how we learn: educational psychology meets international studies. International Studies Perspectives 1 (2000) 245-254
5. In: Boud D., and Feletti G. (Eds). The Challenge of Problem Based Learning (1991), Kogan Page, London
6. Carroll J.M. Minimalist design for active users. In: Baecher R.M., and Buxton W.A.S. (Eds). Readings in Human-Computer Interaction. A Multidisciplinary Approach (1987), Morgan Kaufman, Los Altos, CA
7. Carroll J.M. The Nurnberg Funnel: Designing Minimalist Instruction for Practical Computer Skill (1990), MIT Press, Cambridge, MA
8. Dewhurst D.G., Hardcastle J., Hardcastle P.T., and Stuart E. Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption. Adv. Physiol. Educ 12 (1994) S94-S104
9. Ducos A., Berland H., Pinton A., Seguela A., and Darre R. Un reproducteur porcin de qualite doit etre indemne d'anomalie chromosomique Rev. Med. Vet 147 (1996) 101-108
10. Ducos A., Berland H., Pinton A., Seguela A., Blanc M.F., Darre A., Sans P., and Darre R. Les translocations reciproques chez le proc: etat des lieux et perspectives. J. Rech. Porcine France 29 (1997) 375-382
11. Ducos A., Berland H.M., Pinton A., Guillemot E., Seguela A., Blanc M.F., Darre A., and Darre R. Nine new cases of reciprocal translocation in the domestic pig (Sus scrofa domestica L.). J. Hered 89 (1998) 136-142
12. Ducos A., Pinton A., Berland H.M., Seguela A., Blanc M.F., Darre A., and Darre R. Five new cases of reciprocal translocation in the domestic pig. Hereditas 128 (1998) 3
13. Duffy T.M., and Cunningham D.J. Constructivism: implications for the design and delivery of instruction. In: Jonassen D. (Ed). Handbook for Research for Educational Communications and Technology (1996), Simon & Schuster Macmillan, New York
14. Farmer Jr. J.A., Buckmaster A., and LeGrand B. Cognitive apprenticeship. New Dir. Adult Contin. Educ 55 (1992) 41-49
15. Gibbons N.J., Evans C., and Griffin D.K. Learning to karyotype in the university environment: a computer-based virtual laboratory class (KaryoLab) designed to rationalize time for the tutor/researcher and to encourage more students to engage in cytogenetics. Cytogenet. Gen. Res. 101 (2003) 1-4
16. Gibbons N., Evans C., Shah K., Payne A.M., and Griffin D.K. Computer simulations improve instructional laboratory classes. Cell Biol. Ed. 3 (2004) 263-269
17. Green S., and Gredler M. A review and analysis of constructivism for school-based practice. School Psychol. Rev. 31 1 (2002) 53-70
18. Greitzer, F.L., 2002. A cognitive approach to student centred learning. Human Factors and Ergonomics Society46th Annual Meeting, September 30-October 4, Baltimore, MD.
19. Heerman D.W., and Fuhrmann T.T. Teaching physics in the virtual university: the mechanics toolkit. Comp. Phys. Commun 127 (2000) 11-15
20. Holt D.G., and Willard-Holt C. Let's Get Real (TM) - Students solving authentic corporate problems. Phi Delta Kappan 82 3 (2000) 243-246
21. Hughes I.E. Alternatives to laboratory practical - do they meet the needs?. Innov. Educ. Teach. Int 38 (2000) 3-7
22. Ivancic K., and Hesketh B. Learning from errors in a driving simulation: effects on driving skill and self-confidence. Ergonomics 43 12 (2000) 1966-1984
23. Jonassen D. Objectivism versus constructivism: do we need a new philosophical paradigm?. Educ. Technol. Res. Dev. 39 (1992) 5-14
24. de Jong T., and van Joolingen W.R. Scientific discovery learning with simulations of conceptual domains. Rev. Educ. Res. 68 (1998) 179-202
25. Knowles M. The Modern Practice of Adult Education. From Pedagogy to Andragogy. second ed. (1980), Prentice Hall/Cambridge, Englewood Cliffs, NJ
26. Knowles M. The Adult Learner: A Neglected Species. third ed. (1984), Gulf, Houston, TX
27. Kofman F., and Sange P.M. Communities of commitment: the heart of learning organisations. Organisational Dynamics 22 2 (1993) 5-23
28. Leathard H.L., and Dewhurst D.G. Comparison of the cost-effectiveness of a computer-assisted learning program with a tutored demonstration to teach intestinal motility to medical students. ALT J 3 (1995) 118-125
29. Maury O., and Gascuel D. SHADYS, a GIS based numerical model of fisheries. Example application: the study of a marine protected area. Aquat. Living Resour 12 (1999) 77-88
30. van Merrienboer J.J., and Kester L. The Four-Component Instructional Design Model: multimedia principles in environments for complex learning. In: Mayer R.E. (Ed). The Cambridge Handbook of Multimedia Learning (2005), Cambridge University Press, Cambridge 71-93
31. Miller G.A. The magical number, seven plus or minus two: some limits on our capacity for processing information. Psychol. Rev. 63 (1956) 81-97
32. Modell H.L. Can technology replace live preparations in student laboratories?. Adv. Physiol. Educ 6 (1989) S18-S20
33. Pinton A., Ducos A., Berland H., Seguela A., Brun-Baronnat C., Darre A., Darre R., Schmitz A., and Yerle M. Chromosomal abnormalities in hypoprolific boars. Hereditas 132 (2000) 55-62
34. Popescu C.P., Bonneau M., Tixier M., Bahri I., and Boscher J. Reciprocal translocations in pigs. Their detection and consequences on animal performance and economic losses. J. Hered 75 (1984) 448-452
35. Quilter C., Sargent C., Archibald A., Southwood O., Affara A., and Griffin D.K. X/XY/XYY mosaicism as a cause of subfertility in boars, a single case study. Anim. Genet. 34 (2003) 51-54
36. Rieber L.P. Using computer animated graphics in science instruction with children. J. Educ. Psychol 82 (1990) 145-140
37. Smith E.T., and Boyer M.A. Designing in-class simulations. PS: Political Sci. Politics 29 (1996) 690-694
38. Wang F.-K. Designing a case-based e-learning system: what, how and why. J. Workplace Learning 14 1 (2002) 30-43
39. Wolstenholme J. An introduction to human chromosomes and their analysis. In: Rooney D.E., and Czepulkowski B.H. (Eds). Human Cytogenetics. A Practical Approach vol. 1 (1992), Oxford University Press, New York 1-30