The Effective Application of Fragmented Learning Guided by Constructivism

Ying Jiang

doi:doi:10.11648/j.ijecs.20180301.13

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The Effective Application of Fragmented Learning Guided by Constructivism

Ying Jiang

Published in International Journal of Education, Culture and Society (Volume 3, Issue 1)

Received: 5 March 2018 Accepted: 23 March 2018 Published: 13 April 2018

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Abstract

The rapid development of science and technology and the growing information dissemination have enabled people to broaden the channels for acquiring knowledge. With the continuous advancement of Internet technology, a more intimate and simpler learning method has emerged quietly, which has also triggered profound changes in traditional learning methods. This paper aims to combine relatively independent fragmented learning with traditional learning methods by fully analyzing the fragmented learning. Guided by the theory of constructivism, the paper analyzes the shortcomings of fragmented learning and discuses how to make use of its advantages in the era of information technology. It is concluded that combined the characteristics of fragmented learning, it will supplement the traditional learning methods through learners' conscious integration of knowledge structure.

Published in	International Journal of Education, Culture and Society (Volume 3, Issue 1)
DOI	10.11648/j.ijecs.20180301.13
Page(s)	10-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Constructivism, Fragmented Learning, Application

References

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[2]	Wang Chengbo, Li Xiaoping, Zhao Fengnian, Zhang Lin. Research on Fragmented Learning in the Era of Big Data. Electronic Education Research, 2015 (10): 26–30.
[3]	Huang Jianfeng. Fragmented Learning: A New Style of Learning Based on "Internet+". Education Exploration, 2016 (12), 115-119.
[4]	Wang Mi. Content Design for Micro-video Courses in the Fragmented Learning Era. East China Normal University, 2013.
[5]	Yu Haiyan. Fragmented Learning: A New Style of Learning Based on "Internet+". Theory and Practice of Education, 2016 (6), 43-44.
[6]	T. M. Duffy, and D. H. Jonassen. Constructivism: New Implications for Instructional Technology. Educational Technology Publications, 1992, 31 (5): 7-12.
[7]	Klahr D, Nigam M. The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 2004 (15): 661–667.
[8]	Henk G. Schmidt, Sofie M. M. Loyens, Tamara van Gog, and Fred Paas. Problem-Based Learning is Compatible with Human Cognitive Architecture：Commentary on Kirschner, Sweller, and Clark. Educational Psychologist, 2007 (42), 91-97.
[9]	Sigmund Tobias, and T. M. Duffy. Constructivist Instruction: Success or Failure. New York: Routledge, 2009, 47-188.
[10]	Huang Jianfeng. Research on Fragmentation Learning Strategy Based on "Internet Plus":The Evolution from "Fragment" to "Integrality". Electrical Education Research, 2017 (8), 78-82.
[11]	Wang Chengbo, Li Xiaoping, Zhao Fengnian, etc. Research on Fragmented Learning in Big Data Era. Electrical Education Research, 2015 (10), 26-30.
[12]	Wang Zhuli. New Constructivism: Learning Theory in the Internet Age. Journal of Distance Education, 2011 (2), 11-18.
[13]	Wang Zhuli. How to Make Use of Fragmented Learning. China Information Technology Education, 2016 (12), 4-10.
[14]	Zhao Jing. "Fragmentation" of Thinking and Education --- An Interview with Professor Thomas Pockowitz. Global Education Outlook, 2012 (10), 3-7.
[15]	Zhang Keyong, Li Yujia, and Yang Xue. The Research of Cognitive Disorder in Network Fragmented Learning. Modern Educational Technology, 2015 (2), pp88-94.

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APA Style

Ying Jiang. (2018). The Effective Application of Fragmented Learning Guided by Constructivism. International Journal of Education, Culture and Society, 3(1), 10-13. https://doi.org/10.11648/j.ijecs.20180301.13

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ACS Style

Ying Jiang. The Effective Application of Fragmented Learning Guided by Constructivism. Int. J. Educ. Cult. Soc. 2018, 3(1), 10-13. doi: 10.11648/j.ijecs.20180301.13

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AMA Style

Ying Jiang. The Effective Application of Fragmented Learning Guided by Constructivism. Int J Educ Cult Soc. 2018;3(1):10-13. doi: 10.11648/j.ijecs.20180301.13

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@article{10.11648/j.ijecs.20180301.13,
  author = {Ying Jiang},
  title = {The Effective Application of Fragmented Learning Guided by Constructivism},
  journal = {International Journal of Education, Culture and Society},
  volume = {3},
  number = {1},
  pages = {10-13},
  doi = {10.11648/j.ijecs.20180301.13},
  url = {https://doi.org/10.11648/j.ijecs.20180301.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20180301.13},
  abstract = {The rapid development of science and technology and the growing information dissemination have enabled people to broaden the channels for acquiring knowledge. With the continuous advancement of Internet technology, a more intimate and simpler learning method has emerged quietly, which has also triggered profound changes in traditional learning methods. This paper aims to combine relatively independent fragmented learning with traditional learning methods by fully analyzing the fragmented learning. Guided by the theory of constructivism, the paper analyzes the shortcomings of fragmented learning and discuses how to make use of its advantages in the era of information technology. It is concluded that combined the characteristics of fragmented learning, it will supplement the traditional learning methods through learners' conscious integration of knowledge structure.},
 year = {2018}
}

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TY  - JOUR
T1  - The Effective Application of Fragmented Learning Guided by Constructivism
AU  - Ying Jiang
Y1  - 2018/04/13
PY  - 2018
N1  - https://doi.org/10.11648/j.ijecs.20180301.13
DO  - 10.11648/j.ijecs.20180301.13
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 10
EP  - 13
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20180301.13
AB  - The rapid development of science and technology and the growing information dissemination have enabled people to broaden the channels for acquiring knowledge. With the continuous advancement of Internet technology, a more intimate and simpler learning method has emerged quietly, which has also triggered profound changes in traditional learning methods. This paper aims to combine relatively independent fragmented learning with traditional learning methods by fully analyzing the fragmented learning. Guided by the theory of constructivism, the paper analyzes the shortcomings of fragmented learning and discuses how to make use of its advantages in the era of information technology. It is concluded that combined the characteristics of fragmented learning, it will supplement the traditional learning methods through learners' conscious integration of knowledge structure.
VL  - 3
IS  - 1
ER  -

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Author Information

Ying Jiang

English Department of Humanities and Social Sciences, Heilongjiang Bayi Agricultural University, Daqing, China

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APA Style

Ying Jiang. (2018). The Effective Application of Fragmented Learning Guided by Constructivism. International Journal of Education, Culture and Society, 3(1), 10-13. https://doi.org/10.11648/j.ijecs.20180301.13

Copy | Download

ACS Style

Ying Jiang. The Effective Application of Fragmented Learning Guided by Constructivism. Int. J. Educ. Cult. Soc. 2018, 3(1), 10-13. doi: 10.11648/j.ijecs.20180301.13

Copy | Download

AMA Style

Ying Jiang. The Effective Application of Fragmented Learning Guided by Constructivism. Int J Educ Cult Soc. 2018;3(1):10-13. doi: 10.11648/j.ijecs.20180301.13

Copy | Download

@article{10.11648/j.ijecs.20180301.13,
  author = {Ying Jiang},
  title = {The Effective Application of Fragmented Learning Guided by Constructivism},
  journal = {International Journal of Education, Culture and Society},
  volume = {3},
  number = {1},
  pages = {10-13},
  doi = {10.11648/j.ijecs.20180301.13},
  url = {https://doi.org/10.11648/j.ijecs.20180301.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20180301.13},
  abstract = {The rapid development of science and technology and the growing information dissemination have enabled people to broaden the channels for acquiring knowledge. With the continuous advancement of Internet technology, a more intimate and simpler learning method has emerged quietly, which has also triggered profound changes in traditional learning methods. This paper aims to combine relatively independent fragmented learning with traditional learning methods by fully analyzing the fragmented learning. Guided by the theory of constructivism, the paper analyzes the shortcomings of fragmented learning and discuses how to make use of its advantages in the era of information technology. It is concluded that combined the characteristics of fragmented learning, it will supplement the traditional learning methods through learners' conscious integration of knowledge structure.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - The Effective Application of Fragmented Learning Guided by Constructivism
AU  - Ying Jiang
Y1  - 2018/04/13
PY  - 2018
N1  - https://doi.org/10.11648/j.ijecs.20180301.13
DO  - 10.11648/j.ijecs.20180301.13
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 10
EP  - 13
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20180301.13
AB  - The rapid development of science and technology and the growing information dissemination have enabled people to broaden the channels for acquiring knowledge. With the continuous advancement of Internet technology, a more intimate and simpler learning method has emerged quietly, which has also triggered profound changes in traditional learning methods. This paper aims to combine relatively independent fragmented learning with traditional learning methods by fully analyzing the fragmented learning. Guided by the theory of constructivism, the paper analyzes the shortcomings of fragmented learning and discuses how to make use of its advantages in the era of information technology. It is concluded that combined the characteristics of fragmented learning, it will supplement the traditional learning methods through learners' conscious integration of knowledge structure.
VL  - 3
IS  - 1
ER  -

Copy | Download