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Structural
Learning Theory in the 21ST Century
Joseph
M. Scandura
Abstract
The Structural Learning Theory (SLT) is strongly supported by a long history of deterministic empirical research. It also has become increasingly rigorous and precise as new formalisms have evolved. This article offers a fresh perspective on SLT as formulated at the beginning of the 21st century. Special consideration is given to how SLT has been influenced by recent work in software engineering, and the wide range of possibilities it opens for future research and practice. Starting with fundamental precepts of the instructional process, Scandura proposes a generalization of the SLT that offers an integrated, parsimonious, operational and predictive (as well as explanatory) account of competence, cognition and behavior potentially from birth onward, and their implications for instruction. Supporting examples and experimental research are cited in context.
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