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Situated Learning and Computer: Integration and Application

By 邱貴發


[[abstract]]This research used "Rationale/Principle-Example-Review" (RPEW) approach to study the application of situated learning concepts to the design of computer-based learning environment/context. The focuses are (1) to purify the situated learning concepts, (2) to submit principles, based upon situated learning concepts, for guiding the design of computer-based learning environment/context, (3) to design and develop an example for presenting the rationales and principles of situated learning, and (4) to review the issues in the process of integrating learning rationales and computer technology. This research indicated that the concepts of community of practice, access, participation, opportunity, learning curriculum, and learn to talk were usable in the design of computer-based learning environment/context, that rationales and examples should be studied thoroughly before we begin to consider the design and development models, and that some critical issues should be dealt with before stepping into the next research projects. Some problems floated up during and after this research. For example, the principles were not specific enough, the computer technology (multimedia) was not highly suitable for situated learning (virtual reality would be more appropriate), the mapping between learning rationale (situated learning) and computer technology (multimedia) was ambiguous, and the domain knowledge was not very appropriate for the study. Further researches should consider (1) the integration of several existing learning rationales, (2) the dynamic relationship between learning rationales and computer technologies over a period of time, and (3) the gap between rationale/principle and example.

Topics: 情境學習;學習理念;電腦輔助學習, Situated learning;Learning rationale;Computer-assisted learning (CAL), [[classification]]25
Year: 2011
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