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Two developments in recent years have converged to dramatically
alter most conceptions of the teaching and learning process. First,
technology has become increasingly interactive and distributed,
such that individual learners have available the means to
participate in incredibly complex networks of information,
resources, and instruction. As these technological advancements
facilitate interaction across classroom, university, and worldwide
learning communities in both real-time and delayed formats, various
instructional design and implementation problems spring forth.
Second, the conventional teacher-centered model wherein knowledge
is transmitted from the teacher to the learner is being replaced by
social constructivist and learner-centered models of instruction.
These new learner-centered models place emphasis on guiding and
supporting students as they meaningfully construct their
understanding of various cultures and communities.
Two developments in recent years have converged to dramatically
alter most conceptions of the teaching and learning process. First,
technology has become increasingly interactive and distributed,
such that individual learners have available the means to
participate in incredibly complex networks of information,
resources, and instruction. As these technological advancements
facilitate interaction across classroom, university, and worldwide
learning communities in both real-time and delayed formats, various
instructional design and implementation problems spring forth.
Second, the conventional teacher-centered model wherein knowledge
is transmitted from the teacher to the learner is being replaced by
social constructivist and learner-centered models of instruction.
These new learner-centered models place emphasis on guiding and
supporting students as they meaningfully construct their
understanding of various cultures and communities.
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