Contextual issues in the construction of computer-based learning programs

Based on the constructive learning theories, particularly constructivism, four contextual issues are identified and discussed in this paper regarding the construction of effective computer-based learning programs, namely topic selection, authenticity, complexity, and multiple perspectives. These four issues are considered essential for effective learning in terms of learners' participation, reasoning and knowledge construction. After a thorough review and discussion of these issues, a generic conceptual model is built, which shows both the interrelationships among the four issues and the measurement variables of each issue. It is expected that the four contextual issues and the generic model can provide invaluable insights toward research in computer-based learning, training and many other related fields, and address the needs of practitioners to develop better computer-based learning programs. Recommendation for further research is also suggested in the end.