Magnussen Lois
University of Hawaii at Manoa School of Nursing and Dental Hygiene, 2528 McCarthy Mall, Webster Hall Rm. 433, Honolulu, HI 96822, USA.
J Nurs Educ. 2008 Feb;47(2):82-6. doi: 10.3928/01484834-20080201-03.
E-learning technologies in education use adult learning theories that view the educator as a facilitator of learning and an assessor of outcomes. The change to this technology requires a shift in the focus of a course from the educator to the subject. The experience of one faculty member involved in an implementation of an online program is used to demonstrate the application of Fink's principles of significant learning in the virtual environment. Fink urged faculty to create learning-centered courses, as opposed to content-centered courses. The taxonomy of six course components he proposed as necessary to significant learning are foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Fink's taxonomy of significant learning can be used as a framework to focus course planning and assessment of student outcomes as courses are adapted to a Web-based environment.
教育中的电子学习技术运用成人学习理论，该理论将教育者视为学习的促进者和学习成果的评估者。向这种技术的转变要求课程重点从教育者转向学科。一位参与在线项目实施的教员的经历被用来展示芬克的深度学习原则在虚拟环境中的应用。芬克敦促教员创建以学习为中心的课程，而非以内容为中心的课程。他提出的深度学习所需的六个课程组成部分的分类法包括基础知识、应用、整合、人文维度、关怀以及学习如何学习。芬克的深度学习分类法可用作一个框架，在课程适应基于网络的环境时，聚焦课程规划和学生学习成果评估。
