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Volumn , Issue , 2003, Pages 232-242

A feedback model and successful e-learning

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84906798305     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203416891     Document Type: Chapter
Times cited : (14)

References (18)
  • 2
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    • Paper presented at the annual meeting of the Association de la Recherche Collegial, Quebec, Canada
    • Alalouf, E, Klasa, J, Dedic, H and Rosenfield, S (2002) Conceptual understanding versus algorithmic computation in calculus: Strawman or real conflict. Paper presented at the annual meeting of the Association de la Recherche Collegial, Quebec, Canada
    • (2002)
    • Alalouf, E.1    Klasa, J.2    Dedic, H.3    Rosenfield, S.4
  • 3
    • 3142522587 scopus 로고
    • A meta-analysis of the effects of feedback in computer-based instruction
    • Azevedo, R and Bernard, R M (1995) A meta-analysis of the effects of feedback in computer-based instruction, Journal of Educational Computing Research, 13 (2), pp 111-27
    • (1995) Journal of Educational Computing Research , vol.13 , Issue.2 , pp. 111-127
    • Azevedo, R.1    Bernard, R.M.2
  • 5
    • 84906800884 scopus 로고    scopus 로고
    • Blackboard, Inc, Computer software, Blackboard, Washington, DC
    • Blackboard, Inc (2000) Blackboard, version 5, Computer software, Blackboard, Washington, DC
    • (2000) Blackboard, version 5
  • 6
    • 84970331366 scopus 로고
    • Feedback and self-regulated learning: a theoretical synthesis
    • Butler, D L and Winne, P H (1995) Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65, pp 245-81
    • (1995) Review of Educational Research , vol.65 , pp. 245-281
    • Butler, D.L.1    Winne, P.H.2
  • 7
    • 84906803890 scopus 로고    scopus 로고
    • The impact of interactive Web-based materials on student conceptual understanding in differential calculus
    • Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA
    • Dedic, H and Rosenfield, S (2002) The impact of interactive Web-based materials on student conceptual understanding in differential calculus. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA
    • (2002)
    • Dedic, H.1    Rosenfield, S.2
  • 8
    • 1542591246 scopus 로고    scopus 로고
    • Do I really hafta? WebCAL: a look at the use of livemath software in Web-based materials that provide interactive engagement in a collaborative learning environment for differential calculus
    • Dedic, H, Rosenfield, S, Cooper, M and Fuchs, M (2001) Do I really hafta? WebCAL: a look at the use of livemath software in Web-based materials that provide interactive engagement in a collaborative learning environment for differential calculus, Educational Research and Evaluation, 7 (2-3), pp 285-312
    • (2001) Educational Research and Evaluation , vol.7 , Issue.2-3 , pp. 285-312
    • Dedic, H.1    Rosenfield, S.2    Cooper, M.3    Fuchs, M.4
  • 11
    • 0031502434 scopus 로고    scopus 로고
    • Learning through feedback
    • Latham, A S (1997) Learning through feedback, Educational Leadership, 54, pp 86-87
    • (1997) Educational Leadership , vol.54 , pp. 86-87
    • Latham, A.S.1
  • 12
    • 0035457987 scopus 로고    scopus 로고
    • Small group and individual learning with technology: a meta-analysis
    • Lou, Y, Abrami, P C and d'Apollonia, S (2001) Small group and individual learning with technology: a meta-analysis, Review of Educational Research, 71, pp 449-521
    • (2001) Review of Educational Research , vol.71 , pp. 449-521
    • Lou, Y.1    Abrami, P.C.2    d'Apollonia, S.3
  • 15
    • 84970123386 scopus 로고
    • Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change
    • Pintrich, P R, Marx, R W and Boyle, R A (1993) Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change, Review of Educational Research, 63, pp 167-99
    • (1993) Review of Educational Research , vol.63 , pp. 167-199
    • Pintrich, P.R.1    Marx, R.W.2    Boyle, R.A.3
  • 16
    • 79957509440 scopus 로고    scopus 로고
    • Feedback and elaboration within a computer-based simulation: a dual coding perspective
    • 1996 National Convention of the Association for Educational Communications and Technology, Indianapolis, IN
    • Rieber, L P, Tzeng, S, Tribble, K and Chu, G (1996) Feedback and elaboration within a computer-based simulation: a dual coding perspective, Proceedings of Selected Research and Development Presentations, 1996 National Convention of the Association for Educational Communications and Technology, Indianapolis, IN
    • (1996) Proceedings of Selected Research and Development Presentations
    • Rieber, L.P.1    Tzeng, S.2    Tribble, K.3    Chu, G.4
  • 17
    • 0001795360 scopus 로고
    • Accretion, tuning and restructuring: three modes of learning
    • eds J W Cotton and R Klatzky, Lawrence Erlbaum, Hillsdale, NJ
    • Rumelhart, D and Norman, D (1978) Accretion, tuning and restructuring: three modes of learning, in Semantic Factors in Cognition, eds J W Cotton and R Klatzky, Lawrence Erlbaum, Hillsdale, NJ
    • (1978) Semantic Factors in Cognition
    • Rumelhart, D.1    Norman, D.2
  • 18
    • 84963141261 scopus 로고
    • Theories of instruction and of intelligence for designing artificially intelligent tutoring systems
    • Winne, P H (1989) Theories of instruction and of intelligence for designing artificially intelligent tutoring systems, Educational Psychologist, 24, pp 229-59
    • (1989) Educational Psychologist , vol.24 , pp. 229-259
    • Winne, P.H.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.