THE FOUNDATIONS AND ASSUMPTIONS OF TECHNOLOGY-ENHANCED STUDENT-CENTERED LEARNING ENVIRONMENTS

Direct instruction approaches, as well as the design processes that su pport them, have been criticized for failing to reflect contemporary r esearch and theory in teaching, learning, and technology. Learning sys tems are needed that encourage divergent reasoning, problem solving, a nd critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of te chnology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically ana lyze research and theory related to technology-enhanced student-center ed learning environments and to identify their foundations and assumpt ions.