Handbook of Research on Educational Communications and Technology: A Project of the Association for Educational Communications and Technology

ISBN-13: 9780415963381 / Angielski / Miękka / 2007 / 928 str.

J. Michael Spector;M. David Merrill;Jeroen Van Merrienboer

Opis

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, and design-based research methods.

This Handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

Spis treści

Part 1: Foundations  Marcy P. Driscoll  1. Historical Foundations Michael Molenda, 3  2. Theoretical Foundations J. Michael Spector, 61  3. Complexity Theory Xiaopeng Ni and Robert Maribe Branch, 89  4. Experiential Perspectives Konrad Morgan , 101 5. Empirical Perspectives on Memory and Motivation  Norbert M. Seel,117  6. Contextualistic Perspectives , Eric J. Fox, 171  7. Philosophical Perspectives , Kathy L. Schuh and Sasha A. Barab, 213  Part 2: Strategies M. David Merrill, 265  8. Representation Strategies Linda L. Lohr and James E. Gall, 267  9. Strategies for Designing Embodied Curriculum Sasha A. Barab and Tyler Dodge, 301 10. Generative Learning: Principles and Implications for Making Meaning  Barbara L. Grabowski, Hyeon Woo Lee, and Kyu Yon Lim, 349 11. Feedback Strategies for Interactive Learning Tasks Susanne Narciss, 383 12. Technology-Enhanced Support, Strategies for Inquiry Learning Yael Kali and Marcia C. Linn, 445 13. A Distributive Perspective for Collaborative Activity Tom Satwicz and Reed Stevens, 491 14. Prescriptive Principles for Instructional Design  M. David Merrill, Matthew Barclay and Andrew van Schaack, 523  Part 3: Technologies J. Michael Spector, 557  15. Programmed Technologies Barbara B. Lockee, Miriam B. Larson, John K. Burton, and D. Michael Moore, 559 16. Educational Hypertext Dale S. Niederhauser, 589  17. Computer-Mediated Technologies Arthur C. Graesser, Patrick Chipman, and Brandon G. King , 629  18. Computer-Mediated Communications Technologies Jay Pfaffman, 679  19. K-12 Library Media Centers Delia Neuman, 703  20. Technology-Based Knowledge Systems Ian Douglas, 729  21. Flexible Learning and Learning Places  Peter Goodyear, 759  22. Enabling Time and Place Independence Som Naidu, 781  23. Blended Learning Environments Charles R. Graham and Charles Dziuban, 815  24. Adaptive Technologies Valerie J. Shute and Diego Zapata-Rivera, 841  25. Generational Differences Thomas C. Reeves and Eun Jung Oh, 897  26. Technologies Linking Learning, Cognition and Instruction Sabine Graf and Kinshuk, 925  27. Synthetic Learning Environments Janis A. Cannon-Bowers and Clint A. Bowers, 957  28. Modeling Technologies Roy B. Clariana and Johannes Strobel, 997  29. The Learning Objects Literature David A. Wiley, 1047  30. Open Source and Open Standards  Rob Koper, 1079  Part 4: Models  Jeroen van Merriënboer, 1115  31. Human Cognitive Architecture John Sweller, 1117  32. Outcome-Referenced, Conditions-Based Theories and Models  Tillman J. Ragan, Patricia L. Smith and L. K. Curda, 1161  33. Cooperation and the Use of Technology  David W. Johnson and Roger T. Johnson, 1221 34. The Cognitive Apprenticeship Model in Educational Practice Vanessa P. Dennen and Kerry J. Burner, 1303  35. Whole-Task Models in Education Jeroen J. G. van Merriënboer and Liesbeth Kester, 1355  36. Model Facilitated Learning Ton de Jong and Wouter R. van Joolingen, 1409  37. Adaptive Instructional Systems Jung Lee and Ok-Choon Park, 1447  38. Problem-Based Learning Woei Hung, David H. Jonassen and Rude Liu, 1503  39. Behavioral, Cognitive and Technological Approaches to Performance Improvement Ruth Colvin Clark and Frank Nguyen, 1581  40. Resource-Based Learning Michael J. Hannafin and Janette R. Hill, 1633  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, and John Spencer, 1673  Part 5: Design and Development M. David Merrill, 1775  42. Competencies for the New-Age Instructional Designer Roderick C. Sims and Tiffany A. Koszalka, 1777  43. Cognitive Task Analysis, Richard E. Clark, David F. Feldon, Jeroen van Merriënboer, Kenneth A. Yates, and Sean Early, 1801  44. Design and Validation of Technology-Based Performance Assessments Eva L. Baker, Gregory K.W. K. Chung, and Girlie C. Delacruz, 1857  45. Models and Methods for Evaluation  Ron Owston, 1893  46. Change Agentry Brian Beabout and Alison A. Carr-Chellman, 1933 47. Design Languages Andrew S. Gibbons, Luca Botturi, Eddy Boot, and Jon Nelson, 1979  48. The Social Consequences of Design and Development Teams, Laura Blasi, Stephen M. Fiore, John Hedberg, and Richard F. Schmid, 2021  49. User-Centered Design and Development  Eun-Ok Baek, Kursat Cagiltay, Elizabeth Boling, and Theodore Frick, 2063  50. Tools for Design and Development of Online Instruction, Bryan L. Chapman, 2103  51. Artifacts as Tools in the Design Process, Elizabeth Boling and Kennon M. Smith, 2141 52. Systems Design for Change in Education and Training , Sunnie Lee Watson, William R.Watson, and Charles M. Reigeluth, 2161 Part 6: Methodological Issues Jeroen van Merriënboer, 2193  53. Theory Development Jan Elen and Geraldine Clarebout, 2195  54. Research Designs, Steven M. Ross, Gary R. Morrison, Robert Hannafin, Michael Young, Jan van den Akker, Wilmad Kuiper, Rita C. Richey, and James D. Klein, 2227  55. Data Collection and Analysis Tamara van Gog, Fred Paas, Wilhemina Savenye, Rhonda Robinson, Mary Niemczyk, Robert Atkinson, Tristan E. Johnson, Debra L. O’Connor, Remy M. J. P.Rikers, Paul Ayres, Aaron R. Duly, Paul Ward, and Peter A. Hancock, 2385  56. Foundations for the Future  ChanMin Kim, JungMi Lee, Jeroen van Merriënboer, M. David Merrill, and J. Michael Spector, 2443  Glossary of Terms, 2473  Index of Authors  Subject Index   

O autorze

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