Technology-Based Learning Environments: Psychological and Educational Foundations

by Stella Vosniadou (Editor), Erik de Corte (Editor), Heinz Mandl (Editor)

The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992. The purpose of the Advanced Study Institute was to bring together a small number of senior lecturers and advanced graduate students to investigate and discuss the psychological and educational foundations of technology-based learning environments and to draw the implications of recent research findings in the area of cognitive science for the development of educational technology. As is apparent from the diverse nature of the contributions included in this volume, the participants at the ASI came from different backgrounds and looked at the construction of technology -based learning environments from rather diverse points of view. Despite the diversity, a surprising degree of overlap and agreement was achieved. Most of the contributors agreed that the kinds of technology-supported learning environments we should construct should stimulate students to be active and constructive in their knowledge-building efforts, embed learning in meaningful and authentic activities, encourage collaboration and social interaction, and take into consideration students' prior knowledge and beliefs.

302 pages, Hardcover

First published December 28, 1994

About the author

Stella Vosniadou (Greek: Στέλλα Βοσνιάδου) is Professor of Education in the College of Education, Psychology and Social Work at Flinders University. In previous academic appointments she served as Professor of Cognitive Psychology at the University of Athens, Greece, and as a Senior Research Associate at the Center for the Study of Reading, University of Illinois in Urbana-Champaign, USA.
Her area of research is learning, conceptual development and conceptual change. A large part of her work has focused on investigating how students learn science and mathematics, what are the difficulties they face in this process and how they can overcome these difficulties. She has developed educational interventions to promote students’ learning of science as well as their metacognition, executive function skills and self-regulated learning. In recent years, Prof. Vosniadou has been studying the classroom environments and teacher practices that can promote independent and self-regulated learning.
Vosniadou’s research on conceptual change is known internationally as evidenced by the number of citations to her published work. The Google scholar citation index shows 22,364 citations, h-index 61, i10 index 118. In recognition of her research contribution, she received the Society for Research in Child Development Distinguished International Contributions to Child Development Research Award in 2011. She has written numerous books and monographs, is often invited to give keynotes and invited addresses, and has published more than 150 articles and book chapters. Her books/ articles have been translated in Greek, French, Spanish, Japanese and Chinese.
Professor Vosniadou’s collaborative work has received more than 15 million in research funding, from, among others, the US National Science Foundation, the Spencer Foundation, the European Science Foundation, and the European Commission. Her recent research is funded by a DISCOVERY grant from the Australian Research Council with the title Teaching how to learn: Promoting self-regulated learning in STEM classes. (2018-2022).