Linking ICT, Knowledge Domains, and Learning Support for the Design of Learning Environments

Curriculum, Plans, and Processes in Instructional Design: International Perspectives

Volumn , Issue , 2004, Pages 239-256

  Lowyck, Joost ^a   Elen, Jan ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 67649390618     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410610560-19     Document Type: Chapter

References (36)

1. Alexander, P. A., Schallert, D. L., and Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61(3), 315-343.
2. Bereiter, C., and Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.
3. Brookfield, S. (1985). Self-directed learning: A conceptual and methodological exploration. Studies in the Education of Adults, 17(1), 19-32.
4. Cognition and Technology Group at Vanderbilt. (1993). Designing learning environments that support thinking: The Jasper series as a case study. In T. M. Duffy, J. Lowyck, and D. H. Jonassen (Eds.), Designing environments for constructive learning (pp. 9-36). Heidelberg, Germany:Springer-Verlag.
5. Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333-346.
6. De Corte, E. (1990). Acquiring and teaching cognitive skills: A state-of-the-art of theory and research. In P. J. D. Drenth, J. A. Sergeant, and R. J. Takens (Eds.), European perspectives in psychology (Vol. 1, pp. 237-263). London: Wiley.
7. De Corte, E., Verschaffel, L., and Lowyck, J. (1994). Computers and learning. In T. Husén and T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 1002-1007). New York: Pergamon.
8. De Jong, F., and Simons, P. (1990). Cognitive and metacognitive processes of self-regulated learning. In J. M. Pieters, P. R. J. Simons, and L. De Leeuw (Eds.), Research on computer-based instruction (pp. 81-100). Lisse, Switzerland: Swets and Zeitlinger.
9. Dillemans, R., Lowyck, J., Van der Perre, G., Claeys, C., and Elen, J. (1998). New technologies for learning: Contribution of ICT to innovation in education. Leuven, Belgium: Leuven University Press.
10. Donald, J. G. (1986). Knowledge and the university curriculum. Higher Education, 15, 267-282.
11. Downes, S. (1998). The future of online learning. Manitoba, Canada: Brandon. Available: http:// www.assiniboinec.mb.ca/user/downes/future
12. Dwyer, F. M. (1978). Strategies for improving visual learning: A handbook for effective selection, design, and use of visualized materials. State College, PA: Learning Services.
13. Elen, J., and Lowyck, J. (1998). Students’ view on efficiency of instruction: An exploratory surveystudy on instructional metacognitive knowledge of university freshmen. Higher Education, 36(2), 231-252.
14. Glaser, R. (1984). Education and thinking. The role of knowledge. American Psychologist, 39(2), 93-104.
15. Glaser, R. (1991). The maturing of the relationship between the science of learning and cognition and educational practice. Learning and Instruction, 1, 129-144.
16. Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
17. Laurillard, D. (1993). Rethinking university teaching. London: Routledge.
18. Lowyck, J., Elen, J., Proost, K., and Buena, G. (1995). Telematics in open and distance learning: Research methodology handbook. Leuven, Belgium: Catholic University of Leuven, Center for Instructional Psychology and Technology.
19. Lowyck, J., and Poÿsä, J. (2001). Design of collaborative learning environments. Computers in Human Behavior, 17, 507-516.
20. Mason, R. (1996). Anatomy of the virtual university. Available: http://edfac.unimelb.edu.au/ virtu/info/robin.html
21. McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers (9th ed.). Lexington, MA: Heath.
22. Merrill, M. D. (1983). The component display theory. In C. M. Reigeluth (Ed.), Instructionaldesign theories and models: An overview of their current status (pp. 279-334). Hillsdale, NJ: Lawrence Erlbaum Associates.
23. Osborne, R. J., and Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489-508.
24. Piaget, J. (1971). Genetic epistemology. New York: Norton.
25. Resnick, L. B. (1987). Education and learning to think. Washington, DC: National Academy Press.
26. Resnick, L. B. (1989). Introduction. In L. B. Resnick (Ed.), Knowing, learning and instruction:Essays in honor of Robert Glaser (pp. 1-24). Hillsdale, NJ: Lawrence Erlbaum Associates.
27. Rukivana, I., and Daneman, M. (1996). Integration and its effect on acquiring knowledge about competing scientific theories from text. Journal of Educational Psychology, 88, 272-287.
28. Rumelhart, D., and Ortony, A. (1977). The representation of knowledge in memory. In R. C. Anderson, R. J. Spiro, and W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 99-135). Hillsdale, NJ: Lawrence Erlbaum Associates.
29. Salomon, G., and Globerson, T. (1987). Skill may not be enough: The role of mindfulness in learning. International Journal of Educational Research, 11(6), 623-637.
30. Scardamalia, M., and Bereiter, C. (1996). Adaptation and understanding: A case for new cultures of schooling. In S. Vosniadou, E. De Corte, R. Glaser, and H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 149-163). Mahwah, NJ: Lawrence Erlbaum Associates.
31. Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411-436.
32. Shuell, T. J. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology, 13, 276-295.
33. Simons, P. R. J. (1989). Learning to learn. In P. Span, E. De Corte, and B. Van Hout-Wolters (Eds.), Onderwijsleerprocessen: Strategieën voor de verwerking van informatie (pp. 15-25). Lisse, Switzerland: Swets and Zeitlinger.
34. Spiro, R. J., Feltovich, P. J., Jacobson, M. J., and Coulson, R. L. (1991). Knowledge representation, content specification and the development of skill in situation-specific knowledge assembly:Some constructivist issues as they relate to cognitive flexibility theory. Educational Technology, 31(9), 22-25.
35. Voss, J. F. (1987). Learning and transfer in subject-matter learning: A problem-solving model. International Journal of Educational Research, 11, 607-622.
36. Winn, W. D. (1991). The assumptions of constructivism and instructional design. Educational Technology, 31, 38-40.