Computers in Human Behavior vol:17 issue:5-6 pages:453-464
Current proposals for the design of technologically supported learning environments are heavily influenced by socio-constructivist ideas about learning and instruction. While numerous general ideas have been brought forward, there is a lack of clear empirical tests of these ideas. In this contribution such an empirical test is presented and discussed. First, the instructional design principles and their operationalisation in the ParlEuNet-project are presented. Next, the design and outcomes of an empirical study are discussed. It was hypothesised that students’ epistemological beliefs, metacognitive skills and instructional beliefs would evolve by working in a rich technological, problem-based collaborative learning environment. Secondly, it was hypothesised that by participating in the project, students’ beliefs and skills would develop in the direction of that learning environment. The first hypothesis was partly confirmed; however the second was not, students’ beliefs and skills changed in a direction opposite to the one expected. The contribution concludes with an attempt to explain these unexpected results.
Afdeling Didactiek. Centrum voor Instructiepsychologie en -technologie.