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Volumn , Issue , 2013, Pages 1-14

Introduction: Learning with technology

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EID: 84906267838     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203826843     Document Type: Chapter
Times cited : (5)

References (25)
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    • Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes
    • Jones, T. H., & Paolucci, R. (1999). Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes. Journal of Research on Computing in Education, 32, 17–28.
    • (1999) Journal of Research on Computing in Education , vol.32 , pp. 17-28
    • Jones, T.H.1    Paolucci, R.2
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    • 84970695860 scopus 로고
    • Effectiveness of computerbased teaching: A meta-analysis of findings
    • Kulik, J. A., Kulik, C., & Cohen, P. (1980). Effectiveness of computerbased teaching: A meta-analysis of findings. Review of Educational Research, 50, 525–544.
    • (1980) Review of Educational Research , vol.50 , pp. 525-544
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  • 12
    • 22844454587 scopus 로고    scopus 로고
    • The "what's-the-difference?" debate
    • Merisotis, J. P. (1999). The "What's-the-difference?" debate. Academe, 85(5), 47–51.
    • (1999) Academe , vol.85 , Issue.5 , pp. 47-51
    • Merisotis, J.P.1
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    • 10044251612 scopus 로고    scopus 로고
    • Extracting value from research: A guide for the perplexed
    • Norris, C., Smolka, J, & Soloway, E. (2000). Extracting value from research: A guide for the perplexed. Technology & Learning, 20(11), 45-48.
    • (2000) Technology & Learning , vol.20 , Issue.11 , pp. 45-48
    • Norris, C.1    Smolka, J.2    Soloway, E.3
  • 15
    • 85138402852 scopus 로고    scopus 로고
    • Structuring dyadic interaction through scripted cooperation
    • A. M. O’Donnell & A. King, Mahwah, NJ: Lawrence Erlbaum Associates
    • O’Donnell, A. M. (1999). Structuring dyadic interaction through scripted cooperation. In A. M. O’Donnell & A. King (Eds.), Cognitive per spectives on peer learning (pp. 179–196). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (1999) Cognitive per Spectives on Peer Learning , pp. 179-196
    • O’Donnell, A.M.1
  • 16
    • 21844481418 scopus 로고
    • Learning from peers: Beyond the rhetoric of positive results
    • O’Donnell, A. M., & O’Kelly, J. (1994). Learning from peers: Beyond the rhetoric of positive results. Educational Psychology Review, 6, 321–349.
    • (1994) Educational Psychology Review , vol.6 , pp. 321-349
    • O’Donnell, A.M.1    O’Kelly, J.2
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    • Pragmatics and pedagogy: Conversational rules and politeness strategies may inhibit effective tutoring
    • Person, N. K. (1995). Pragmatics and pedagogy: Conversational rules and politeness strategies may inhibit effective tutoring. Cognition and Instruction, 13, 161–188.
    • (1995) Cognition and Instruction , vol.13 , pp. 161-188
    • Person, N.K.1
  • 21
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    • Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media
    • Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1, 37–68.
    • (1991) The Journal of the Learning Sciences , vol.1 , pp. 37-68
    • Scardamalia, M.1    Bereiter, C.2
  • 23
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    • Construction of collective and individual knowledge in argumentative activity
    • Schwartz, B. B., Neuman, Y., Gil, J., & Ilya, M. (2003). Construction of collective and individual knowledge in argumentative activity. The Journal of the Learning Sciences, 12, 219-256.
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    • Schwartz, B.B.1    Neuman, Y.2    Gil, J.3    Ilya, M.4
  • 24
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    • Patterns of us global lab adaptations
    • Tinker, B., & Berenfeld, B. (1994). Patterns of US Global Lab adaptations. Hands on! Retrieved from http://hou.lbl.gov.
    • (1994) Hands On!
    • Tinker, B.1    Berenfeld, B.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.