Handbook of Research on Educational Communications and Technology (eBook, PDF)

A Project of the Association for Educational Communications and Technology
Redaktion: Jonassen, David; Driscoll, Marcy P.; Merrienboer, Jeroen van; Merrill, M. David; Driscoll, Marcy; Spector, Michael J.

• Format: PDF

Produktbeschreibung

First Published in 2008. Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition. More Comprehensive topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions. Restructured Chapters this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies. More International more than 20% of the contributing authors and one of the volume editors are non-American. Theoretical Focus Part 1 provides expanded, cross-disciplinary theoretical coverage. Methodological Focus an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 1296
• Erscheinungstermin: 25. September 2008
• Englisch
• ISBN-13: 9781135596910
• Artikelnr.: 42976918

Autorenporträt

J. Michael Spector, M. David Merrill, Jeroen van Merriënboer, Marcy P. Driscoll

Inhaltsangabe

Part I Foundations; Chapter 1 Historical Foundations
Michael Molenda; Chapter 2 Theoretical Foundations
J. Michael Spector; Chapter 3 Complexity Theory
Xiaopeng Ni
Robert Maribe Branch; Chapter 4 Experiential Perspectives
Konrad Morgan; Chapter 5 Empirical Perspectives on Memory and Motivation
Norbert M. Seel; Chapter 6 Contextualistic Perspectives
Eric J. Fox; Chapter 7 Philosophical Perspectives
Kathy L. Schuh
Sasha A. Barab; Part II Strategies; Chapter 8 Representation Strategies
Linda L. Lohr
James E. Gall; Chapter 9 Strategies for Designing Embodied Curriculum
Sasha A. Barab
Tyler Dodge; Chapter 10 Generative Learning: Principles and Implications for Making Meaning
Hyeon Woo Lee
Kyu Yon Lim
Barbara L. Grabowski; Chapter 11 Feedback Strategies for Interactive Learning Tasks
Susanne Narciss; Chapter 12 Technology-Enhanced Support Strategies for Inquiry Learning
Yael Kali
Marcia C. Linn; Chapter 13 A Distributed Perspective on Collaborative Activity
Thomas Satwicz
Reed Stevens; Chapter 14 Prescriptive Principles for Instructional Design
M. David Merrill
Matthew Barclay
Andrew van Schaak; Part III Technologies; Chapter 15 Programmed Technologies
Barbara B. Lockee
Miriam B. Larson
John K. Burton
D. Michael Moore; Chapter 16 Educational Hypertext
Dale S. Niederhauser; Chapter 17 Computer-Mediated Technologies
Arthur C. Graesser
Patrick Chipman
Brandon G. King; Chapter 18 Computer-Mediated Communications Technologies
Jay Pfaffman; Chapter 19 K-12 Library Media Centers
Delia Neuman; Chapter 20 Technology-Based Knowledge Systems
Ian Douglas; Chapter 21 Flexible Learning and the Architecture of Learning Places
Peter Goodyear; Chapter 22 Enabling Time
Pace
and Place Independence
Som Naidu; Chapter 23 Blended Learning Environments
Charles R. Graham
Charles Dziuban; Chapter 24 Adaptive Technologies
Valerie J. Shute
Diego Zapata-Rivera; Chapter 25 Generational Differences
Thomas C. Reeves
Eunjung Oh; Chapter 26 Technologies Linking Learning
Cognition
and Instruction
Sabine Graf
Kinshuk; Chapter 27 Synthetic Learning Environments
Janis A. Cannon-Bowers
Clint A. Bowers; Chapter 28 Modeling Technologies
Roy B. Clariana
Johannes Strobel; Chapter 29 The Learning Objects Literature
David A. Wiley; Chapter 30 Open Source and Open Standards
Rob Koper; Part IV Models; Chapter 31 Human Cognitive Architecture
John Sweller; Chapter 32 Outcome-Referenced
Conditions-Based Theories and Models
Tillman J. Ragan
Patricia L. Smith
L. K. Curda; Chapter 33 Cooperation and the Use of Technology
David W. Johnson
Roger T. Johnson; Chapter 34 The Cognitive Apprenticeship Model in Educational Practice
Vanessa P. Dennen
Kerry J. Burner; Chapter 35 Whole-Task Models in Education
Jeroen J. G. van Merriënboer
Liesbeth Kester; Chapter 36 Model-Facilitated Learning
Ton de Jong
Wouter R. van Joolingen; Chapter 37 Adaptive Instructional Systems
Jung Lee
Ok-Choon Park; Chapter 38 Problem-Based Learning
Woei Hung
David H. Jonassen
Rude Liu; Chapter 39 Behavioral
Cognitive
and Technological Approaches to Performance Improvement
Ruth Colvin Clark
Frank Nguyen; Chapter 40 Resource-Based Learning
Michael J. Hannafin
Janette R. Hill; Chapter 41 Instructional Models in Domains and Professions
Henny P. A. Boshuizen
Caroline Phythian-Sence
Richard K. Wagner
Koeno Gravemeijer
Geerdina Maria van der Aalsvoort
Fleurie Nievelstein
Tamara van Gog
Frans J. Prins
Tim Dornan
Albert Scherpbier
John Spencer; Part V Design and Development; Chapter 42 Competencies for the New-Age Instructional Designer
Roderick C. Sims
Tiffany A. Koszalka; Chapter 43 Cognitive Task Analysis
Richard E. Clark
David F. Feldon
Jeroen J. G. van Merriënboer
Kenneth A. Yates
Sean Early; Chapter 44 Design and Validation of Technology-Based Performance Assessments
Eva L. Baker
Gregory K. W. K. Chung
C. Girlie; Chapter 45 Models and Methods for Evaluation
Ron Owston; Chapter 46 Change Agentry
Brian Beabout
Alison A. Carr-Chellman; Chapter 47 Design Languages
Andrew S. Gibbons
Lucci Botturi
Eddy Boot
Jon Nelson; Chapter 48 The Social Consequences of Design and Development Teams
Laura Blasi
Stephen M. Fiore
John Hedberg
Richard F. Schmid; Chapter 49 User-Centered Design and Development
Eun-Ok Baek
Kursat Cagiltay
Elizabeth Boling
Theodore Frick; Chapter 50 Tools for Design and Development of Online Instruction
Bryan L. Chapman; Chapter 51 Artifacts as Tools in the Design Process
Elizabeth Boling
Kennon M. Smith; Chapter 52 Systems Design for Change in Education and Training
Sunnie Lee Watson
Charles M. Reigeluth
William R. Watson; Part VI Methodological Issues; Chapter 53 Theory Development
Jan Elen
Geraldine Clarebout; Chapter 54 Research Designs
Steven M. Ross
Gary R. Morrison
Robert D. Hannafin
Michael Young
Jan van den Akker
Wilmad Kuiper
Rita C. Richey
James D. Klein; Chapter 55 Data Collection and Analysis
Tamara van Gog
Fred Paas
Wilhelmina Savenye
Rhonda Robinson
Mary Niemczyk
Robert Atkinson
Tristan E. Johnson
Debra L. O'Connor
Remy M. J. P. Rikers
Paul Ayres
Aaron R. Duley
Paul Ward
Peter A. Hancock; Chapter 56 Foundations for the Future
ChanMin Kim
JungMi Lee
M. David Merrill
J. Michael Spector
Jeroen J. G. van Merriënboer;