Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14135
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dc.contributor.authorHung, David-
dc.contributor.authorNichani, Maish R.-
dc.date.accessioned2013-10-02T03:36:56Z-
dc.date.available2013-10-02T03:36:56Z-
dc.date.issued2000-09-
dc.identifier.citationHung, D. W. L., & Nichani, M. (2000). Constructivism and e-learning: Balancing between the individual and social levels of cognition. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 144-150). Singapore: Educational Research Association.-
dc.identifier.urihttp://hdl.handle.net/10497/14135-
dc.descriptionThis paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000-
dc.description.abstractIn current literature, there are many interpretations of constructivism – from the radical views individualistic cognition to the other side of the continuum where mind is simply social in orientation. In essence, we argue for a balanced and pragmatic view of the mind bridging both the individual and social levels of cognition – balancing between Vygotskian and Piagetian views. From such a perspective, we propose the design of e-learning environments where both personalization of learning (individual) and affiliations to the community of learners (social) are complemented. Both a collective and individual understanding of knowledge and meanings are important.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleConstructivism and e-learning: Balancing between the individual and social levels of cognitionen
dc.typeConference Paperen
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