메뉴 건너뛰기




Volumn 21, Issue 1, 2009, Pages 4-18

Translating research into new instructional technologies for higher education: The active ingredient process

Author keywords

External validity; Instructional technology development; Intervention design; Research and development cycle; Research design

Indexed keywords


EID: 78449312594     PISSN: 10421726     EISSN: 18671233     Source Type: Journal    
DOI: 10.1007/s12528-009-9013-8     Document Type: Article
Times cited : (39)

References (39)
  • 2
    • 58149410841 scopus 로고
    • Categorization and representation of physics problems by experts and novices
    • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
    • (1981) Cognitive Science , vol.5 , pp. 121-152
    • Chi, M.T.H.1    Feltovich, P.J.2    Glaser, R.3
  • 3
    • 0002500657 scopus 로고
    • Antagonism between achievement and enjoyment in ATI studies
    • Clark, R. E. (1982). Antagonism between achievement and enjoyment in ATI studies. Educational Psychologist, 17(2), 92-101.
    • (1982) Educational Psychologist , vol.17 , Issue.2 , pp. 92-101
    • Clark, R.E.1
  • 4
    • 84874012009 scopus 로고
    • Questions and designs for research in instructional technology
    • Clark, R. E. (1989). Questions and designs for research in instructional technology. Educational Technology Research and Development, 1(1), 27-36.
    • (1989) Educational Technology Research and Development , vol.1 , Issue.1 , pp. 27-36
    • Clark, R.E.1
  • 6
    • 84874007293 scopus 로고    scopus 로고
    • Motivating individuals, teams and organizations
    • Thirdth edn., J. Pershing (Ed.), San Francisco: Jossey-Bass Pfeiffer
    • Clark, R. E. (2005). Motivating individuals, teams and organizations. In J. Pershing (Ed.), Handbook of human performance improvement (Third ed., pp. 268-286). San Francisco: Jossey-Bass Pfeiffer.
    • (2005) Handbook of Human Performance Improvement , pp. 268-286
    • Clark, R.E.1
  • 7
    • 68449089323 scopus 로고    scopus 로고
    • Resistance to change: Unconscious knowledge and the challenge of unlearning
    • D. C. Berliner and H. Kupermintz (Eds.), New York: Routledge
    • Clark, R. E. (2009a). Resistance to change: Unconscious knowledge and the challenge of unlearning. In D. C. Berliner & H. Kupermintz (Eds.), Changing institutions, environments and people (pp. 75-94). New York: Routledge.
    • (2009) Changing Institutions, Environments and People , pp. 75-94
    • Clark, R.E.1
  • 8
    • 84908912196 scopus 로고    scopus 로고
    • How much and what type of guidance is optimal for learning from instruction?
    • In S. Tobias & T. M. Duffy (Eds.), New York: Routledge, Taylor and Francis
    • Clark, R. E. (2009b). How much and what type of guidance is optimal for learning from instruction? In S. Tobias & T. M. Duffy (Eds.), Constructivist theory applied to instruction: Success or failure? (pp. 158-183). New York: Routledge, Taylor and Francis.
    • (2009) Constructivist theory applied to instruction: Success or failure? , pp. 158-183
    • Clark, R.E.1
  • 9
    • 34548649319 scopus 로고    scopus 로고
    • When less is more: Research and theory insights about instruction for complex learning
    • J. Elen and R. Clark (Eds.), Oxford: Elsevier Science Limited
    • Clark, R. E., & Elen, J. (2006). When less is more: Research and theory insights about instruction for complex learning. In J. Elen & R. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 283-297). Oxford: Elsevier Science Limited.
    • (2006) Handling Complexity in Learning Environments: Research and Theory , pp. 283-297
    • Clark, R.E.1    Elen, J.2
  • 10
    • 0012427218 scopus 로고    scopus 로고
    • Technology or craft: What are we doing?
    • Clark, R. E., & Estes, F. (1998). Technology or craft: What are we doing? Educational Technology, 38(5), 5-11.
    • (1998) Educational Technology , vol.38 , Issue.5 , pp. 5-11
    • Clark, R.E.1    Estes, F.2
  • 11
    • 0002594214 scopus 로고    scopus 로고
    • The development of authentic educational technologies
    • Clark, R. E., & Estes, F. (1999). The development of authentic educational technologies. Educational Technology, 37(2), 5-16.
    • (1999) Educational Technology , vol.37 , Issue.2 , pp. 5-16
    • Clark, R.E.1    Estes, F.2
  • 13
    • 84874007610 scopus 로고    scopus 로고
    • An analysis of the failure of electronic media and discovery-based learning: Evidence for the performance benefits of guided training methods
    • (in press), In K. H. Silber & R. Foshay (Eds.), International Society for Performance Improvement
    • Clark, R. E., Yates, K., Early, S., & Moulton, K. (in press). An analysis of the failure of electronic media and discovery-based learning: Evidence for the performance benefits of guided training methods. In K. H. Silber & R. Foshay (Eds.), Handbook of training and improving workplace performance, volume I: Instructional design and training deliver. International Society for Performance Improvement.
    • Handbook of training and improving workplace performance, volume I: Instructional design and training deliver
    • Clark, R.E.1    Yates, K.2    Early, S.3    Moulton, K.4
  • 14
    • 0034287141 scopus 로고    scopus 로고
    • Toward an integrative theory of training motivation: A meta-analytic path analysis of the past 20 years of research
    • Colquitte, J. A., LePine, A. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of the past 20 years of research. Journal of Applied Psychology, 85(5), 678-707.
    • (2000) Journal of Applied Psychology , vol.85 , Issue.5 , pp. 678-707
    • Colquitte, J.A.1    LePine, A.A.2    Noe, R.A.3
  • 18
    • 0003709158 scopus 로고
    • Bloomington, IN: Phi Delta Kappa, Center on Evaluation, Development and Research
    • Gage, N. (1985). Hard gains in the soft sciences: The case of pedagogy. Bloomington, IN: Phi Delta Kappa, Center on Evaluation, Development and Research.
    • (1985) Hard Gains in the Soft Sciences: The Case of Pedagogy
    • Gage, N.1
  • 21
    • 1642537570 scopus 로고    scopus 로고
    • Personality and culture revisited: Linking traits and dimensions of culture
    • Hofstede, G., & McCrae, R. R. (2004). Personality and culture revisited: Linking traits and dimensions of culture. Cross-Cultural Research, 38(1), 52-88.
    • (2004) Cross-Cultural Research , vol.38 , Issue.1 , pp. 52-88
    • Hofstede, G.1    McCrae, R.R.2
  • 22
    • 33744807434 scopus 로고    scopus 로고
    • Why minimally guided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning
    • Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why minimally guided learning does not work: An analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist, 41(1), 75-86.
    • (2006) Educational Psychologist , vol.41 , Issue.1 , pp. 75-86
    • Kirschner, P.1    Sweller, J.2    Clark, R.E.3
  • 23
    • 0001235894 scopus 로고
    • The algo-heuristic theory of instruction
    • C. Reigeluth (Ed.), Hillsdale, NJ: Lawrence Erlbaum Publishers
    • Landa, L. N. (1983). The algo-heuristic theory of instruction. In C. Reigeluth (Ed.), Instructional design theories and models (pp. 163-211). Hillsdale, NJ: Lawrence Erlbaum Publishers.
    • (1983) Instructional Design Theories and Models , pp. 163-211
    • Landa, L.N.1
  • 24
    • 0742269292 scopus 로고    scopus 로고
    • Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction
    • Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19.
    • (2004) American Psychologist , vol.59 , Issue.1 , pp. 14-19
    • Mayer, R.1
  • 26
    • 0001986213 scopus 로고
    • Component display theory
    • C. M. Reigeluth (Ed.), Hillsdale, NJ: Erlbaum
    • Merrill, M. D. (1983). Component display theory. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 279-333). Hillsdale, NJ: Erlbaum.
    • (1983) Instructional Design Theories and Models , pp. 279-333
    • Merrill, M.D.1
  • 28
    • 35348837180 scopus 로고    scopus 로고
    • Hypothesized performance on complex tasks as a function of scaled instructional strategies
    • J. Elen and R. Clark (Eds.), Oxford: Elsevier Science Limited
    • Merrill, M. D. (2006). Hypothesized performance on complex tasks as a function of scaled instructional strategies. In J. Elen & R. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 265-282). Oxford: Elsevier Science Limited.
    • (2006) Handling Complexity in Learning Environments: Research and Theory , pp. 265-282
    • Merrill, M.D.1
  • 33
    • 0001818462 scopus 로고
    • Instructional design, what is it and why is it?
    • C. Reigeluth (Ed.), Hillsdale, NJ: Lawrence Erlbaum Publishers
    • Reigeluth, C. M. (1983). Instructional design, what is it and why is it? In C. Reigeluth (Ed.), Instructional design theories and models (pp. 4-31). Hillsdale, NJ: Lawrence Erlbaum Publishers.
    • (1983) Instructional Design Theories and Models , pp. 4-31
    • Reigeluth, C.M.1
  • 35
    • 84990643512 scopus 로고    scopus 로고
    • They really wanna but...The aftermath of professional preparation in performance technology
    • Rossett, A., & Czech, C. (1996). They really wanna but...The aftermath of professional preparation in performance technology. Performance Improvement Quarterly, 8(4), 114-132.
    • (1996) Performance Improvement Quarterly , vol.8 , Issue.4 , pp. 114-132
    • Rossett, A.1    Czech, C.2
  • 36
    • 33747214018 scopus 로고    scopus 로고
    • The comparative effectictiveness of web-based and classroom instruction: A meta-analysis
    • Sitzman, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectictiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59, 623-664.
    • (2006) Personnel Psychology , vol.59 , pp. 623-664
    • Sitzman, T.1    Kraiger, K.2    Stewart, D.3    Wisher, R.4
  • 37
    • 34547531922 scopus 로고    scopus 로고
    • How the human cognitive system deals with complexity
    • J. Elen and R. E. Clark (Eds.), Oxford, GB: Elsevier Science Limited
    • Sweller, J. (2006). How the human cognitive system deals with complexity. In J. Elen & R. E. Clark (Eds.), Handling complexity in learning environments: Research and theory (pp. 13-26). Oxford, GB: Elsevier Science Limited.
    • (2006) Handling Complexity in Learning Environments: Research and Theory , pp. 13-26
    • Sweller, J.1
  • 38
    • 34347345016 scopus 로고    scopus 로고
    • Why minimally guided teaching techniques do not work: A reply to commentaries
    • Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121.
    • (2007) Educational Psychologist , vol.42 , Issue.2 , pp. 115-121
    • Sweller, J.1    Kirschner, P.A.2    Clark, R.E.3
  • 39
    • 73649196723 scopus 로고
    • Some considerations concerning the status of phenomenology
    • Winthrop, H. (1963). Some considerations concerning the status of phenomenology. Journal of General Psychology, 68, 127-140.
    • (1963) Journal of General Psychology , vol.68 , pp. 127-140
    • Winthrop, H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.