Learning e-Learning

Gabriel Zamfir ()

Informatica Economica, 2009, vol. 13, issue 4, 51-62

Abstract: What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

Keywords: Assisted Instruction; Cognitive Infrastructure; Concepts Map; Software Scaffolding (search for similar items in EconPapers)
Date: 2009
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Persistent link: https://EconPapers.repec.org/RePEc:aes:infoec:v:13:y:2009:i:4:p:51-62

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