This chapter presents a philosophical framework to help understand the essence of learning contexts. It starts with a brief historical account of the emergence and evolution of the problems of context in learning, and of their increased relevance as learning activities migrate to the online world. It then presents a simple model for a learning event - involving learner, content, and context- from which it analyzes the answers to three philosophical questions that discriminate between the positivist and the constructivist worldviews. These answers are expressed in the form of four foundational hypotheses or principles for each world view, which help analyze the resulting two radically different interpretations of learning contexts. The implications of these distinctions on the management of learning contexts, on the perception of the duality between content and context, and on the approaches to the design of learning contexts are then analyzed.
Subject
learning contexts, e-learning
Book Chapter
Managing Learning in Virtual settings: The Role of Context, I, pp. 1-23, Information Science Publishing (Idea Group), October 2006
Cited by
Year 2017 : 2 citations
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