2. Presentation walkthrough Premise Discussion on Constructivism
Discussion on Media Richness Theory 3 DE Blended Learning Model An
example of Moodle implementation Q&A2 3. Premise Finding a
better solution between learners centric and learning centric
pedagogy or the one between knowledge construction and knowledge
communication3 4. Theory of Constructivism Highlights the ability
of the student to createknowledge. The transmission model works
fine with small groups. Complex situations arise before a wide and
vernacular audience representing different socio-cultural groups
with various language expression abilities.4 5. Theory of
Constructivism A student learns to put together pieces of
knowledgecollected from different sources as transmitted to him on
various occasions and add his/her inner value and own application
to create knowledge. Minimal guidance to the students forces the
students to develop indigenous problem solving and cognitive
thinking ability leading to knowledge creation.5 6. Theory of
Constructivism Scientists have coined different terminology to
explainthe same model at different point of time (as exhibited in
Table#1).6 7. Major Gap in Constructivism Doesnt work on
intermediate or primary learners asthe requirement of strong
instructional guidance cannot overlooked.7 8. Media Richness Theory
Arrived in late eighties which owes its origin to sociallearning
and selection of media to foster effective communication. Media,
preferably a computing device can send information over a network
while maintain the richness of a face-to-face interaction.8 9.
Media Richness Theory Argues that selection of media could enhance
the taskbeing done consuming the media hence it can be concluded
that using networked learning mode can not only reproduce the
effectiveness of a face-to-face conversation but increases many
folds. The two theories advocate a blended model of education could
be meaningful.9 10. 3-D Grounded Praxis Model Discussion, Dialogue
and Discourse: This model seemsbefitting in its traditional
classroom environment addressing a relatively smaller group.
Asynchronous learning mode wasnt a part of 3D model. To address a
global audience using a technology platform becomes imperative and
offering online course in virtual learning environment causes a
paradigm shift in education sector.10 11. Pure e-learning (3-E)
Pure e-learning (3-E) format promises enrichedcontent, easy
delivery mode and experiential learning which is an extension to
3-D model. 3-E model realizes both synchronous and asynchronous
learning modes. It offers to break the geographic barrier of
traditional classroom setting and imbibes the concept of
collaborative learning over a network.11 12. The Blend A blend of
the two previous models seems evident as itaims to bring
effectiveness in the pedagogy to meet learners expectations. The
blended learning model appreciates the shift from the legacy of
enriched content, easy delivery and experiential learning to the
advanced dimension of contextual, choice based, networked
learning.12 13. The Blend All three dimensions of blended model
function inunison with the understanding of students expectation
designed in accordance with the interaction between a student and a
teacher as argued by constructivist theorists (Laurillard, 2002).13
14. The Blend Sharing knowledge over a network reduces
geographicdispersion gap of a face to face classroom meeting while
bringing in the aroma of collaborative learning which is exactly in
line with the arguments of media richness theory. Besides virtual
interaction this model promises face to face interaction as well
under managed learning environment as in India purely technology
mediated learning environment may work as an impediment to the
evolution of e-learning. 14 15. The Blend (3-DE) Contextual
learning does not only talk about enrichedcontent and its
navigational dimensions but at the same time situation specific
across the table interactions involving Dialogue Discussion
Discourse which helps meeting students expectations with higher
learning gain.15 16. 3DE Blended Model16 17. Factors of Management
Education in India17 18. 3DE Blended Model with factors18 19. A
Case Study Moodle at Galgotias19 20. A Case Study Moodle at
Galgotias20 21. A Case Study Moodle at Galgotias21 22. Conclusion
In the spectrum of educational system in India which issplit into
different clusters starting from pre-primary to tertiary education
it is difficult to postulate a onesize-fits-all model of programme
delivery and knowledge dissemination. the theory of constructivism
might not hold true for young learners but can have an impeccable
advantage on matured learners for skill development.22 23.
Conclusion given the infrastructural constraints across the
countrypure e-learning format might not realize the learning
objective. Since we have moved on from traditional chalk and model
of learning a model bridging these two extremes could possibly meet
the students expectation by developing a blended learning model.23
24. Conclusion Empirical evidences have suggested that
experientialand peer group learning under collaborative learning
environment foster application knowledge where technology plays a
pivotal role.24 25. Questions Please.Dr. Debarshi Mukherjee
Associate Professor School of Business Galgotias University
[email protected] +91.9899882497 25
