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Expanding beyond a cognitivist framework

Expanding beyond a cognitivist framework Commentary 21 Intentionality as much more complex than Martinez allows. Expanding Beyond a Cognitivist Framework: A Commentary on Martinez ™s œIntentional Learning in an Intentional World  Jamie Kirkley Center for Research on Learning and Technology Thomas Duffy School of Education Indiana University Bloomington, IN 47405 jkirkley@indiana.edu duffy@indiana.edu One of the looming challenges educators face today is understanding how student diversity and uniqueness impacts the complex process of learning. Affective and conative factors are increasingly examined as we seek to understand how to teach and support the whole learner. The goal is to build theory that informs practice so that we may, as Martinez argues, move beyond œfuzzy, one-size- tsall [instructional] solutions  to instruction that is designed to match individual learning needs. Factors such as motivation (McCombs, 1991, Deci and Ryan, 1991), self-ef cacy (Bandura, 1986), learning styles (Rayner and Riding, 1997), and emotional intelligence (Goleman, 1996) have become increasingly common terms in educational research as we seek to de ne affective and conative variables that impact the learning process as well as design of instruction. However, as with much of educational research, there are a vast number of complex, interrelated variables to consider and no one http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Journal of Computer Documentation (JCD) Association for Computing Machinery

Expanding beyond a cognitivist framework

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2000 by ACM Inc.
ISSN
1527-6805
DOI
10.1145/330409.330412
Publisher site
See Article on Publisher Site

Abstract

Commentary 21 Intentionality as much more complex than Martinez allows. Expanding Beyond a Cognitivist Framework: A Commentary on Martinez ™s œIntentional Learning in an Intentional World  Jamie Kirkley Center for Research on Learning and Technology Thomas Duffy School of Education Indiana University Bloomington, IN 47405 jkirkley@indiana.edu duffy@indiana.edu One of the looming challenges educators face today is understanding how student diversity and uniqueness impacts the complex process of learning. Affective and conative factors are increasingly examined as we seek to understand how to teach and support the whole learner. The goal is to build theory that informs practice so that we may, as Martinez argues, move beyond œfuzzy, one-size- tsall [instructional] solutions  to instruction that is designed to match individual learning needs. Factors such as motivation (McCombs, 1991, Deci and Ryan, 1991), self-ef cacy (Bandura, 1986), learning styles (Rayner and Riding, 1997), and emotional intelligence (Goleman, 1996) have become increasingly common terms in educational research as we seek to de ne affective and conative variables that impact the learning process as well as design of instruction. However, as with much of educational research, there are a vast number of complex, interrelated variables to consider and no one

Journal

ACM Journal of Computer Documentation (JCD)Association for Computing Machinery

Published: Feb 1, 2000

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