Implications of discovery learning research for the design of flexible learning

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Research and Development in Higher Education Vol. 23: Flexible Learning for a Flexible Society

July, 2000, 755 pages
Published by
Lesley Richardson & John Lidstone
ISBN
0908557477
Abstract 

The work reported in this paper sought to:
a. examine the nature of discovery learning leading to a systematic framework for analysing research in this area,
b. use the framework to organise research into the learning effects of discovery learning,
c. develop an educational interactions flexible learning model, based on Moore’s distance education interactions paradigm, and
d. relate the discovery learning framework and research results to the design of flexible learning programs to facilitate the appropriate educational interactions.

The investigation into the nature of discovery learning led to the formulation of an eight- category taxonomy of discovery learning. Research in this taxonomy suggested a critical link between the cognitive load posed by the learning task and the amount of structure and assistance provided to the learner in a study program. A large cognitive load resulted in ineffective learning. The task cognitive load was found to depend critically on the element interactivity (complexity) of the task and the existing task schema of the students. The examination of the current paradigms of distance education suggested an educational interactions framework for flexible learning, involving the learners, the instructor and the content. The discovery learning taxonomy and research results suggest important design implications for flexible learning programs in the context of the educational interactions paradigm.