PUBLISHING AND ANNOTATING LEARNING PROTOCOLS IN A BLENDED-LEARNING ENVIRONMENT

Avoiding Simplicity, Confronting Complexity: Advances in Studying and Designing (Computer-Based) Powerful Learning Evironments

Volumn , Issue , 2006, Pages 233-242

  Nückles, Mattias ^a   Renkl, Alexander ^a   Fries, Stefan ^b  

^a UNIVERSITY OF FREIBURG   (Germany)

^b UNIVERSITY OF MANNHEIM   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36048969233     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1163/9789087901189_024     Document Type: Chapter

References (10)

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4. Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59, 14-19.
5. McCrindle, A. R., & Christensen, C. A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5, 167-185.
6. Niickles, M., Schwonke, R., Berthold, K., & Renk!, A. (2004). The use of public learning diaries in blended learning. Journal of Educational Media, 29, 49-66.
7. Topping, K. (1998) Peer assessment between students in colleges and universities, Review of Educational Research, 68, 249-276.
8. Weinstein, C. E., & Mayer, R. E. (1986). The teaching ofleaming strategies. In C. M. Wittrock (Ed.), Handbook of research in teaching (pp. 315-327). New York: Macmillan Publishing Company.
9. Wong, B. Y. L., Kuperis, S., Jamieson, D., Keller, L., & Cull-Hewitt, R. (2002). Effects of guided journal writing on students' story understanding. Journal of Educational Research, 95, 179-191.
10. Renkl, A. (2005). The worked-out-example principle in multimedia learning. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 229-246). Cambridge, UK: Cambridge University Press.