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Educational implications of the constructivist psychological approach in designing technological learning environments
M. Farajollahi [1] , M.R. Sarmadi[2] , M. Moeinikia [3]& H. Adamiyat [4]
Abstract
This mixed methods research was conducted to study the educational implications of the constructivist psychological approach in designing the electronic and smart learning environments. The population of the study was studied in two quantitative and qualitative phases. In the qualitative phase, the sample included the experts of the field of e-learning. In quantitative phase, it included the experts and teachers of this field in Tehran. The sampling method was purposive in the qualitative phase and random in the quantitative section. The sample size was 16 in the qualitative section, and it was 193 in the quantitative section. The qualitative data included interview and questionnaire was used in quantitative phase The reliability of the extracted questionnaire was 0.886. The quantitative analysis was an exploratory factor analysis which identified the factors including goal, content, teaching method, evaluation, materials and learning resources, learning activities, time, location and grouping of 61.29 percent of educational implications explain the constructivist approach in designing an e-learning and smart environment. It is suggested that researchers use the constructivist psychological approach in designing e-learning and smart environments.
Keywords:Constructivism, E-learning, Smart
[1] Associate professor of Department of Educational Sciences, Payame Noor University of Tehran
2 Associate professor of Department of Educational Sciences, Payame Noor University of Tehran
[3] Associate professor of Department of Educational Sciences, University of Mohaghegh Ardabili
[4] Corresponding author: Ph.D. student of Philosophy of Education, Payame Noor University of Tehran (hossein_a1362@yahoo.com)
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