Book Review: Theoretical Foundations of Learning Environments (2nd ed.), David Jonassen and Susan Land (Eds.)

The focus of this book is on theories of learning and thinking; specifically the application of these theories for design and analysis of student-centered learning environments. This second edition of Theoretical Foundation of Learning Environments examines newer theoretical perspectives developing from the paradigm shift seen in education today, to a more student-centered learning framework. Theories that instructional designers, curriculum specialists and faculty may consider when designing student-centered learning environments are examined and discussed at length. The theoretical foundations of student-centered learning are decisively defined and introduced.

Jonassen and Land effectively arranged this edition into three major parts. In the first part they offer an overview introducing studentcentered learning environments and the theoretical foundations, assumptions, and methods that have emerged as associated with a constructivist epistemology. Part two follows with 11 chapters written by experts in the field who delve deeply into theories of learning and meaning-making, all based on similar ontology, epistemology and phenomenology. Part three completes the work by reconceptualizing the ongoing debate on the implications and applications of theory from which to ground student-centered learning environments.

Jonassen and Land offer perspectives from key theorists of student-centered teaching and learning, in a principled approach to link teaching, learning and technology. Their overview for this book acknowledged the paradigm shift in frameworks for designing learning environments that has resulted because of the changes in the current learning, design, and technology landscape.

Learner centered frameworks, by design, are grounded upon consideration of the importance of social and cultural contexts. The significance of meaningful learning, descriptions of student-centered learning, with an emphasis on constructivist and situated perspectives was identified and explored. Theories that the authors focused specifically upon for this work include: socially shared cognition, situated learning, model-based reasoning, conceptual change, argumentation, case-based reasoning, self-regulation, embodied cognition, activity theory, communities of learners, and communities of practice and complexity theory. The application and interdependence of these theories was noted as introduction to part two.

While the overview mentioned multiple theories and approaches that may provide innovative and provocative learning environments, no single approach was emphasized over another. Instead this chapter provided well-researched background leading into part two where a more thorough examination of these theories and approaches was considered. The material offered in the overview, however, particularly in reference to experts in the field, is extremely useful for faculty examining or implementing student-centered learning environments.

I examined the 11 chapters in part two from the standpoint of a graduate faculty member in the field of library science. I hoped that this information would expand my knowledge on the theoretical foundations of student-centered learning, and more specifically would explore the implications for the fieldwork aspect of a graduate program. I was not disappointed, as chapter two offered a rigorous examination of practice fields and communities of practice, discussing in detail both constructivism and situation social practice. The authors drew heavily from well-known researchers in the field and summarized a clear list of design principles for use in practice fields. Faculty, curriculum specialists and instructional designers will find this defined list very helpful in efforts to support learners in communities of practice in which both meaning-making and identity are intentionally developed.

Other implications for fieldwork were found in Kolodner, Dorn, Thomas, and Guzdial’s chapter six, “Theory and Practice of Case-Based Learning Aids,” another concept that offered implications for fieldwork with an emphasis on the significance of reality over the abstract for learners. The authors contend that CBR supports constructivist approaches in which experience promotes knowledge development. Learners gain understanding in the reality of practice, which is fieldwork.

Helping learners develop meaningful new insights while keeping their individual thinking flexible was further explored in the chapter devoted to designing model-based learning environments. Again, tangible support can be found in the seven clearly defined principles the authors introduced. These principles may be used as guidelines for those involved in the design of model-based learning environments.

Student-centered learning communities founded upon contemporary theory self-regulated learning, embodied cognition, everyday expertise, and activity theory were other significant topics that were also discussed in a very readable, understandable style by contributors to this book. The range of experts who contributed to this book presented a rich body of knowledge and perspectives on learning theories that have emerged in recent years. The authors add to a growing body of research to support present-day learners and help educators to take advantage of the tools and connectivity learners have available today. Strategies for strengthening learning in technology- enhanced environments were defined. Techniques for producing and sustaining effective communities of practice, along with empirical evidence, examples, and guided approaches to be used in creating a community to encourage learning can be found in this work and will be valued by educators and researchers alike.

Jacobson and Kapur close this book with a stimulating discourse on the environments in which learners advance. They place specific emphasis on stimulating interest in ways that theory and methods might enhance research investigating learning environments. They acknowledge the complex nature of learning environments emerging over the past few decades, but insist that research, grounded on systemic inquiry is an answer to designing effective learning in these complex learningenvironments. To that end Jacobson and Kapur first define “complexity,” then offer three key principles in complexity which can help researchers examine existing methodologies in terms of their usefulness and limitation.

A strength of this book lies in the way certain concepts are examined or viewed in different chapters but serve to support, even strengthen each other. For example, two chapters were devoted separately to the concepts of argumentation and conceptual change. These two when considered together, however, particularly enhanced and supported the perspectives emphasized in each. Nussbaum, Jonassen, and Easter with their separate perspectives gave readers material for a foundation of best practices for effective learning environments. Their contributions demonstrated that argumentation can be a learning tool for creating conceptual change in communities of learners. This quality of perspectives extending or enhancing other views was reflected elsewhere in this volume as well, and reinforces the effectiveness of the work as a teaching tool.

The significant perspectives of the varied contributors work well to balance this material. Well-known experts in the field with groundbreaking studies are supplemented and balanced with lesser-known authorities promoting varying perspectives and levels of work, all together providing a treasure trove for future researchers. One of the most invaluable qualities of this book, aside from the content itself, is the quantity and quality of the references cited. These factors alone, makes the volume a must-read for any serious researcher in the field of student-centered learning or emergent theory.

Figures, tables, and charts are used effectively and liberally throughout the book. These additions support chapter content, enhance the volume and provide guidelines for future researchers too.

Designing and creating student-centered learning environments is a complicated and convoluted responsibility that can be well supported with this volume. This book is designed for faculty, students, instructional designers, and curriculum specialists for use in understanding of theory for creation and support of successful learning environments. It could be further useful as a textbook in courses examining theory or instructional design. The book can also, most assuredly, be useful as a reference book for scholars interested in instructional theory and for curriculum specialists and instructional designers.

This book, its chapters meticulously researched and well-written, leaves readers with a great deal of information on theories for design and analysis of student-centered learning environments. The chapters in part two can each be used individually. Collectively, however, they contribute significantly to the body of literature on learning theory. Thus, readers interested in a broad, in-depth understanding of theory upon which student-centered learning is grounded would be well-advised to read all chapters closely.