Assumptions-and-functions framework of student-centered learning environments¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The paper identifies common assumptions underlying student-centered learning environments, drawn from "a synthesis of empirical research, theory, and supporting examples" in situated cognition, microworld design, mental model development, metacognition, and process learning. Table 1 pairs each assumption with functions, e.g., that "Knowledge is dynamic and continuously evolving" supports learners in building upon intuitions or mental models, and that individuals must assume greater responsibility for their own learning supports self-regulation and active knowledge construction.

Design Implications¶

Context¶

Requirements¶

• Assumptions must be manifested explicitly or implicitly within the environment

Constraints¶

• The paper notes isolated student-centered environments often appear dissimilar in functions, goals, and features, making general design principles difficult to identify

Target Learners¶

• learners in student-centered, computer-enhanced environments

Target Learning Objectives¶

• deeper understanding
• self-regulation
• theory building

Claims¶

• Underlying assumptions dictate how the five foundations are operationalized in a learning environment [+W]
• The better the five foundations are integrated, the greater the probability of success in the designed setting [+W]

Related Theories¶

• Five-foundations framework for learning environments

Examples¶

• Support learners in making and being guided to make effective choices
• Technology should augment, not supplant, learning processes in student-centered environments
• Understanding must be cultivated through exploration, not described or told
• Technology Integration Matrix (TIM)

Key Sources¶

• Land, Susan M.; Hannafin, Michael J. (1996). Student-Centered Learning Environments: Foundations, Assumptions, and Implications. https://eric.ed.gov/?id=ED397810