The Design and Development of Constructivist Web-Based Learning Environment Framework to Enhance Digital Literacy for Higher Education

  • Jeerakan TempornsinEmail author
  • Sumalee Chaijaroen
  • Anucha Somabut
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11937)


The purpose of this research was to synthesize theoretical framework and designing framework of web-based learning environment model based on constructivist theory to enhance Digital Literacy skill. The research was documentary research. The procedures were as following: (1) To examine and analyze the principles and theories (2) To review relevant literature (3) To explore the context concerning (4) To synthesize theoretical framework and designing framework of constructivist web-based learning environment. Using the framework of digital literacy, UNESCO (2011) as following on three principles: (1) the skills and knowledge to use a variety of digital media; (2) the ability to critically understand digital media content and applications; and (3) the knowledge and capacity to create (content) with digital technology. The result revealed that: Constructivist web-based learning environment comprise of 6 components as following: (1) Learning Task (2) Learning Resource Center (3) Digital Literacy center (4) Cognitive tool (5) Scaffolding center and (6) Coaching center.


Constructivist web-based learning Constructivist theories Digital literacy ICT literacy Library 



This research was supported by Ph.D. Program in Educational Technology, Faculty of Education, Research Group for Innovation and Cognitive Technology, Khon Kaen, University, and Research and Technology Transfer Affairs Division, Khon Kaen University which hereby giving the thankfulness all through this.


  1. ACRL Information Literacy Competency Standards. Accessed 08 Apr 2005
  2. Brown, J., Collins, A., Duguid, P.: Situated cognition and the culture of learning. Educ. Res. 18(1), 32–42 (1989)CrossRefGoogle Scholar
  3. Skinner, B.F.: Science and Human Behavior. The Macmillan Company, New York (1953)Google Scholar
  4. Chaijaroen, S.: Instructional Design: Principles and Theories to Practices. Department of Educational Technology, Khon Kaen University (2015)Google Scholar
  5. Collins, A., Brown, J.S., Holum, A.: Cognitive apprenticeship: making thinking visible. A. Educ. 15(3), 6–11, 38–39 (1991)Google Scholar
  6. Hanafin, M.: Open Learning Environment: Foundation, Methods, and Models. Instructional Designing Theories and Model: A New Paradigm of Instructional Theory, vol. II. Lawrence Erlbaum Associates, Mahlway (1999)Google Scholar
  7. Jonassen, D.: Designing constructivist learning environments. In: Instructional Design Theories and Models: A New Paradigm of Instructional Theory, vol. 2, pp. 215–239. Erlbaum, New Jersey (1999)Google Scholar
  8. Klausmeier, H.J.: Educational Phychology. Harper & Row, New York (1985)Google Scholar
  9. Kozma, R.B.: Learning with media. Rev. Educ. Res. 61(2), 179–211 (1991)CrossRefGoogle Scholar
  10. Mayer, R.E.: Designing instruction for constructivist learning. In: Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, vol. II (1999)Google Scholar
  11. Martin, A.: Digital Literacy and the ‘Digital Society’. Digital Literacies: Concepts, pp. 151–176 (2008)Google Scholar
  12. Martin, A.: DigEuLit e a European framework for digital literacy: a progress report. J. ELiteracy 2, 130–136 (2005)Google Scholar
  13. Piaget, J.: Cognitive development in children: Piaget development and learning. J. Res. Sci. Teach. 2(3), 176–186 (1964)CrossRefGoogle Scholar
  14. Richey, R.C., Klein, J.D.: Design and Development research: Methods, Strategies and Issues. Lawrence Erlbaum Associates (2007)Google Scholar
  15. The Partnership for 21st Century Learning.: Framework for 21st Century Learning (Final Report). The Partnership for 21st Century Learning (2015)Google Scholar
  16. Vygotsky, L.S.: Mind in Society: The Development of Higher Psychological Processes. Harvard University Press (1978)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Jeerakan Tempornsin
    • 1
    Email author
  • Sumalee Chaijaroen
    • 1
  • Anucha Somabut
    • 1
  1. 1.Department of Educational TechnologyKhon Kaen UniversityKhon KaenThailand

Personalised recommendations