A framework for the contextual analysis of technology-based learning environments

Abstract

THE NEED FOR A FRAMEWORK to distinguish the conditions under which different types of educational computing environments are productive is addressed, and a cognitively based Contextual Analysis Framework is proposed that consists of two primary elements: (a)conceptual characteristics of the knowledge domain being learned, including thecomplexity of the concepts and tasks and the degree oforderly and regular conceptual structure of the knowledge domain; and (b)stage of learning (novice, advanced) of the learner within the knowledge domain. The characteristics of different types of technology-based learning environments (e.g., computer-based drill, intelligent tutoring systems, hypertext) are analyzed in terms of the Contextual Analysis Framework. It is argued that the failure to consider important contextual elements of learning related to conceptual characteristics of the domain and the stage of the learner could result in otherwise well-designed instructional computing technologies being used in inappropriate learning situations.