Moving from an instructivist to a constructivist multimedia learning environment

Abstract

This article describes the transformation of a multimedia pro-gram, designed to teach research skills to business students, from one based on an "instructivist" model to one under-pinned with a constructivist philosophy. The revised program uses the theory of situated learning as a framework for the instructional design, and introduces into the learning envi-ronment elements such as: an authentic context, an authentic activity, multiple perspectives, expert opinion, collaboration, and opportunities for articulation and reflection. The original and the new programs are used in the article to illustrate the dimensions of change required in the move to constructivist learning environments.

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