惠灵顿作业代写:客观主义学习理论

Objectivist learning theory according to Duffy and Jonassen (1992) is based on the thought process that instructional erudition is based on students being active in the acquiring of a set theoretic models. This view claims that it is not important what forms of presentation is given to the learner to make them active in terms of learning, however the knowledge gained from the activity is most important. Objectivist view has been seen as important in the past as it taught the school of learning possessions, relations and the characteristics to build a seemingly correct descriptive structure in the correct order. According to Hannafin and Land, (1997) there is definitive clarity that knowledge is an external entity (thing), that can be identified, and thus ultimately disseminated to the students after teachers have accumulated and understand it. This model is used most widely for procedural and factual learning as its ultimate goal is to transfer information and knowledge to the learner. Thus, tools like technology can be seen as a hinderance in some cases as students are meant to take in the information and not get distracted by the tools. Objectivist view does not relate to technology as an ‘addition’ to the learning process as it believes that the teacher with its knowledge is sufficient to carry over the ‘knowledge’ from the textbook and research to the student. Objectivist approach is also seen as a very stationary form of learning, with assumptions such as learning processes is a reality that dependent on individuals and that that reality should be transferred to learners from individual teachers instead of machinery (Leidner and Javenpaa, 1995).