Extending The Three-Tier Learning Model For Alternative Delivery Via Constructivism: Ahead The Pandemic In Nigeria

Arnold Adimabua Ojugo, Rume Elizabeth Yoro

Abstract


Constructivist theory defines a learning process whereby a learner denotes meaning for him/herself as he/she learns. Its challenges inform us that focus and intervention needs to be given to our curricular and instructional material – so that we may have something to offer students in the next century in terms of scientific development, drawing us into technological isolation. Study seeks to ascertain readability of some textbooks used in the teaching of science, technology, engineering and mathematics (STEM) in tertiary institutions in Delta State. We chose 72 tertiary institutions using quota sampling. To uphold the virtues of internationalization, our results show that we must devise appropriate strategies against de-territorializing of knowledge with constructivism. This will in turn, help us redefine our educational goals to meet globalization as a means of networking and unification. Thus, constructivism yields and apt description of both individual, group and organizational adoption patterns of technology for teaching and learning across disciplines at the various schools and educational levels. It also images exemplary practices for teaching, learning and research as well as highlights evidences linking technology integration, readability and quality students learning.

Keywords


constructivism; Informatics; alternative delivery, n-tier framework; media literacy; technology; life-long; learning process

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DOI: http://doi.org/10.11591/ijeecs.v21.i1.pp%25p
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