The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments
This article submitted to the International Journal of Learning Technology Vol. 12, No. 3 of 2017
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| 格式: | 文件 |
| 语言: | 英语 |
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International Journal of Learning Technology
2024
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| 主题: | |
| 在线阅读: | https://doi.org/10.1504/IJLT.2017.088408 https://scholar.mzumbe.ac.tz/handle/123456789/745 |
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| _version_ | 1820347763279265792 |
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| author | Machumu, Haruni Zhu ,Chang |
| author_facet | Machumu, Haruni Zhu ,Chang |
| author_sort | Machumu, Haruni |
| collection | DSpace |
| description | This article submitted to the International Journal of Learning Technology Vol. 12, No. 3 of 2017 |
| format | Article |
| id | oai:41.59.85.69:123456789-745 |
| institution | Mzumbe University |
| language | English |
| publishDate | 2024 |
| publisher | International Journal of Learning Technology |
| record_format | dspace |
| spelling | oai:41.59.85.69:123456789-7452024-05-15T18:16:53Z The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments Machumu, Haruni Zhu ,Chang Blended learning Learning environments Constructivist learning This article submitted to the International Journal of Learning Technology Vol. 12, No. 3 of 2017 Emerging methodological and technological systems designed to accommodate students’ unprecedented demand and needs, which incorporate both in-class learning methods and digital technologies learning environments, invite students to engage in the given learning activities. This study investigated the relationship between students' conceptions of constructivist learning and their engagement in constructivist based blended learning environment (CBLE). A mixed research methods design was used to collect data from 722 students at the Mzumbe University, Tanzania. The results indicated a significant positive correlation between students' conceptions of constructivist learning and their engagement in CBLE. The results showed that students had positive conceptions of constructivist learning. The results offer significant contributions to constructivist educators and education stakeholders about what should be considered while encouraging student engagement in CBLE. The study concludes that students' conceptions are essential to the success of their learning in CBLE since their active constructivist engagement in diverse learning activities depends on their constructivist conceptions. 2024-05-15T18:04:19Z 2024-05-15T18:04:19Z 2017 Article APA https://doi.org/10.1504/IJLT.2017.088408 https://scholar.mzumbe.ac.tz/handle/123456789/745 en application/pdf International Journal of Learning Technology |
| spellingShingle | Blended learning Learning environments Constructivist learning Machumu, Haruni Zhu ,Chang The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| title | The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| title_full | The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| title_fullStr | The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| title_full_unstemmed | The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| title_short | The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| title_sort | relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments |
| topic | Blended learning Learning environments Constructivist learning |
| url | https://doi.org/10.1504/IJLT.2017.088408 https://scholar.mzumbe.ac.tz/handle/123456789/745 |
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