Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/8488
Title: An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs
Authors: Khan, TM
Keywords: Multimedia learning;Constructivism;Constructionism;Cognitive load theory;Dual channel;Special educational needs (SEN);Typically developing learners (TDLs);ttention deficit hyperactivity disorder (ADHD)
Issue Date: 2011
Publisher: Brunel University
Citation: European, Mediterranean & Middle Eastern Conference on Information Systems (EMCIS201 1), 2011
Abstract: We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD.
URI: http://www.iseing.org/emcis/EMCISWebsite/EMCISProceedings2011.html
http://bura.brunel.ac.uk/handle/2438/8488
ISBN: 978-1-902316-85-7
Appears in Collections:Business and Management
Brunel Business School Research Papers

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