TITLE

From System-Mediated vs. Situated learning environments to flexible learning environments,
paper presented in 6th European Conference
EARLI, Nijmegen NL, 26/31 August 1995

Authors

Mandl H. & Reinmann-Rothmeier G.

Open questions

We have to compare the theoretical positions and the conclusions of Bednar, Cunningham, Duffy & Perry, with the reflections of Jonassen on the incompatibility of different theoretical approaches and mixed instruction.

Key words

  • System-mediated learning environments
  • Situated learning environments
  • Flexible learning environments
  • Multiple contexts and perspectives
  • Cognitive apprenticeship

    Quoted authors

    Bruner, Leinhardt, Gruber & Renkl, Deci & Ryan, Schott, Resnick, Whitehead, Gerstenmaier, Bransford, Spiro, Collins, Grasel, Leuntmer, Fischer, Brown & Newman, Scriba & Gartner, Elting, Lowyck & Elen.

    ABSTRACT

    System-mediated learning environments ( traditional approach ) imply that learning is primarily a passive and receptive process, in which the teacher attempts to mediate objective knowledge and the learner must possess this mediated knowledge, at the end of the “knowledge transport”. Situated learning environments ( constructivist approach ) refers to the learning as an active, constructive, situated process in which the student learns by discovery, in a flexible way. Some studies into situated learning point out that learners need to have enough freedom for constructive activities, but at the same time also need a guided support, especially for problems which the learner cannot solve alone; these results should be considered from the constructivist approach to open up their horizon for the use of other strategies. According to the authors learning requires not only motivation, interest and activity but also orientation, guidance and help, because it characterizes itself as an interactive process; so it is necessary to provide complex and flexible learning environments, leading to a less extreme basic constructivist position in order to find a balance in instruction between explicit instruction from the teacher and constructive activity by the learner. The authors suggest four guidelines from this so-called “flexible learning” that call for a combination of paradigms distributed in development levels that range from a minimun ( closer to the traditional system-mediated ) to a maximun ( closer to constructivism ).
    These guidelines suggest :
  • Learning situated and based on authentic problems
  • Learning in multiple contexts
  • Learning from moltiple perspective
  • Learning in a social context