Turning electronic learning environments into useful and influential 'instructional design anchor points'

Educational Technology Research and Development

Volumn 52, Issue 4, 2004, Pages 67-73

  Elen, Jan ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12744254039     PISSN: 10421629     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF02504719     Document Type: Article

References (20)

1. Birenbaum, M. (2003). New insights into learning and teaching and their implications for assessment. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of quality and standards (pp. 13-36). Dordrecht, The Netherlands: Kluwer Academic Publishers.
2. Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better funded enterprise. Educational Researcher, 32(9), 3-14.
3. Clark, R. E., & Estes, F. (1998). Technology or craft: What are we doing ? Educational Technology, 38(5), 5-11.
4. Dillenbourg, P. (1999). Introduction: What do you mean by 'collaborative learning'? In P. Dillenbourg (Ed.). Collaborative learning. Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon Press.
5. Elen, J. (1995). Blocks on the road to instructional design prescriptions. Leuven: Leuven University Press.
6. Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing (pp. 67-82). Hillsdale, NJ: Erlbaum.
7. Gulikers, Bastiaens, & Kirschner. (2004). [Special issue, part I]. Educational Technology Research and Development, 52(3), 67-86.
8. Jonassen, D. H. (1982). The technology of text. Principles for structuring, designing, and displaying text. Englewood Cliffs, NJ: Educational Technology Publications.
9. Kirschner. (2004). Introduction to the special issue: [Special issue, part I]. Educational Technology Research and Development, 52(3), 39-46.
10. Kirschner, Strijbos, Kreijns, & Beers. (2004). [Special issue, part I]. Educational Technology Research and Development, 52(3), 47-66.
11. Ledford, B. R., & Sleeman, P. J. (2000). Instructional design: A primer. Greenwich, CT: Information Age Publishing.
12. Mayer, R. (2001). Multimedia learning. Cambridge: Cambridge University Press.
13. Norman, D. A. (1999). Affordance, conventions, and design. Interactions, 6(3), 38-43.
14. Psotka, J., Massey, L. D., & Mutter, S. A., (1988) (Eds.). Intelligent tutoring systems: Lessons learned. Hillsdale, NJ: Erlbaum.
15. Reigeluth, C. M. (1983). Instructional design: What is it and why is it? In C. M. Reigeluth (Ed.). Instructional design theories and models: Vol. I (pp. 3-36). Hillsdale, NJ: Erlbaum.
16. Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.). Instructional design theories and models: Vol. II, A new paradigm of instruction theory (pp. 5-30). Mahwah, NJ: Erlbaum.
17. Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
18. Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instructions for advanced knowledge acquisition in ill-structured domains. Educational Technology, 31(5), 24-33.
19. Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
20. Winn, W. (2003), Beyond constructivism: A return to science-based research and practice in educational technology. Educational Technology, 43(6), 5-14.