International Journal of
Vocational and Technical Education

  • Abbreviation: Int. J. Voc. Tech. Educ.
  • Language: English
  • ISSN: 2141-534X
  • DOI: 10.5897/IJVTE
  • Start Year: 2009
  • Published Articles: 106

Review

The effects of information and communication technologies (ICTs) on higher education: From objectivism to social constructivism

Chirag J. Patel1*, Vidya S. Gali1, Dhaval V. Patel2 and Ramesh D. Parmar2
  1Department of Pharmaceutical Chemistry, Veerayatan Institute of Pharmacy, Mandvi-Kutch, Gujarat, India. 2B. K. Mody Government Pharmacy College (Diploma), Rajkot, Gujarat, India.
Email: [email protected]

  •  Accepted: 29 June 2011
  •  Published: 30 November 2011

Abstract

 

Higher education has been on the rollercoaster for the last couple of decades with the advent of the first personal computer in the 1980s and then the internet in the 1990s and not only explicitly in terms of using innovative digital gadgets, but also implicitly in perceptions about and approaches to e-learning from behaviourism through cognitive to social constructivism or more specifically, from transmitted knowledge to negotiated and then harvested knowledge. The journey reflects the emancipation of learners from bonded (teacher-led) learning to independent and self-reigned knowledge-acquisition. This paper is a short discourse on the theoretical voyage of pedagogy and learning in higher education institutions (HEIs) from the introduction of traditional ‘technology-based-instruction’ to modern ‘network based’ ‘web-enhanced e-courses’ in collaborative and socially active learning environments operating with ‘social-software-tools’ of blogging and social-book marking.

 

Key words: Objectivism, behaviourism, constructivism, cognitive-constructivism, social-constructivism, transmitted, negotiated, harvested-knowledge, e-learning, blended, virtual.