Design of telematic learning environments: A cognitive mediational view

International Journal of Phytoremediation

Volumn 21, Issue 1, 1996, Pages 213-230

  Elen, J ^a   Lowyck, J ^a   Proost, K ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85066219036     PISSN: 15226514     EISSN: 15497879     Source Type: Journal    
DOI: 10.1080/1380361960020301     Document Type: Article

References (56)

1. Abouserie, R., Moss, D., and Barasi, S., 1992. Cognitive style, gender, attitude toward computer-assisted learning and academic achievement. Educational Studies, 18: 151–160.
2. 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: 315–343.
3. Ambrose, D.W., 1991. The effects of hypermedia on learning: A literature review. Educational Technology, 31: 51–55.
4. Anderson, J.R., 1983. The architecture of cognition, Cambridge, MA: Harvard University Press.
5. Anderson, R.C., 1970. Control of student mediating processes during verbal learning and instruction. Review of Educational Research, 40: 349–369.
6. Andrews, K., Nedoumov, A., and Scherbakov, N., 1995. “ Embedding courseware into the Internet: Problems and solutions ”. In Educational multimedia and hypermedia 1995, Edited by: Maurer, H., 69–74. Charlottesville, VA: AACE. (Proceedings of ED-MEDIA 95, World conference on Educational Multimedia and Hypermedia, Graz, Austria, 1995)
7. Askar, P., Yavuz, H., and Koksal, M., 1992. Students' perceptions of computer assisted instruction environment and their attitudes towards computer assisted learning. Educational Research, 34: 133–139.
8. Baker, M., 1994. A model for negotiation in teaching learning dialogues. Journal of Artificial Intelligence in Education, 5: 199–254.
9. Barker, J., and Tucker, R. N., 1990. The interactive learning revolution. Multimedia in education and training, London: Kogan Page.
10. Calfee, R., 1984. Cognitive psychology and educational practice. Review of Research in Education, 9: 3–73.
11. Clark, R.E., 1983. Reconsidering research on learning from media. Review of Educational Research, 53: 445–459.
12. Clark, R.E., 1991a. “ Designing for meaningful learning and transfer ”. In Instructional design: Implementation issues, Edited by: De Potter, P., Lowyck, J., and Elen, J., 91–109. La Hulpe: I.B.M., I.E.C.
13. Clark, R.E., 1991b. “ When teaching kills learning: Research on mathemathantics ”. In European research in an international context: Vol.2. Learning and instruction, Edited by: Mandl, H., De Corte, E., Bennett, N., and Friedrich, H.F., 1–22. Oxford, NY: Pergamon Press.
14. Clark, R.E., 1994. Media will never influence learning. Educational Technology Research and Development, 42: 21–29.
15. Clark, R.E., and Salomon, G., 1986. “ Media in teaching ”. In Handbook of research on teaching, (3rd. ed., Edited by: Wittrock, M.C., 464–478. Chicago: Rand McNally.
16. Corno, L., 1993. The best-laid plans. Modern conceptions of volition and educational research. Educational Researcher, 22: 14–22.
17. De Corte, E., 1995. Fostering cognitive growth: A perspective from research on mathematics learning and instruction. Educational Psychologist, 30: 37–46.
18. Dochy, F. J. R. C., 1992. Assessment of prior knowledge as a determinant for future learning, Utrecht: Lemma.
19. Dweck, C.S., 1986. Motivational processes affecting learning. American Psychologist, 41: 1040–1048.
20. Eastmond, D. V., Learning approaches of adult students taking computer conferencing courses. Paper presented at the Annual Conference of the Northeastern Education Research Association. Ellensville, NY.
21. Elen, J., 1995a. Blocks on the road to instructional design prescriptions, Leuven: Leuven University Press. (Studia Paedagogica, 61)
22. Elen, J., Effective design and development of interactive self-study packages. Paper presented at the 5th World Conference of IFCEB on Technology-Based Training. Basel, Switzerland.
23. Elen, J., and Lowyck, J., 1995. Instructional knowledge of university students: Relevance of the mediating paradigm to instructional design, Leuven: University of Leuven, CIP&T. (Paper EARLI, 1995, Nijmegen)
24. Fisher, F., and Desberg, P., The efficacy of adding e-mail to a distance learning class. Paper presented at the Annual Meeting of the AERA. San Francisco.
25. Flavell, J.H., 1979. Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34: 906–911.
26. Francisco, Z., 1995. Learner control as a component of self-regulation in multimedia environments, Leuven: Katholieke Universiteit Leuven. (Doctoral dissertation)
27. Hooper, S., 1992. Cooperative learning and computer-based instruction. Educational Technology Research and Development, 40: 21–38.
28. Hooper, S., and Hannafin, M.J., 1991. The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction. Educational Technology Research and Development, 39: 27–40.
29. Johnsey, A., Morrison, G.R., and Ross, S.M., 1992. Using elaboration strategies training in computer-based instruction to promote generative learning. Contemporary Educational Psychology, 17: 125–135.
30. Jonassen, D., Mayes, T., and McAleese, R., 1991. “ A manifesto for a constructivist approach to uses of technology in higher education ”. In Designing environments for constructive learning, Edited by: Duffy, T.M., Lowyck, J., and Jonassen, D.H., 231–247. Berlin/New York: Springer-Verlag.
31. Kinzie, M.B., Sullivan, H.J., and Berdel, R.L., 1992. Motivational and achievement effects of learner control over content review within CAI. Journal of Educational Computing Research, 8: 101–114.
32. Kozma, R.B., 1991. Learning with media. Review of Educational Research, 61: 179–211.
33. Lee, S., and Lee, Y.H., 1991. Effects of learner-control versus program-control strategies on computer-aided learning of chemistry problems: For acquisition or review?. Journal of Educational Psychology, 83: 491–498.
34. Levie, W., and Dickie, K., 1973. “ The analysis and application of media ”. In Second handbook of research on teaching, Edited by: Travers, R.M., 858–882. Chicago: Rand McNally.
35. Lowyck, J., and De Corte, E., Research on media in Western Europe: A myth of Sisyphus?. Paper presented at the AERA Annual Meeting, San Francisco. Leuven. University of Leuven.
36. Lowyck, J., and Elen, J., 1993. “ Transitions in the theoretical foundation of instructional design ”. In Designing environments for constructive learning, Edited by: Duffy, T.M., Lowyck, J., and Jonassen, D.H., 213–229. Berlin: Springer-Verlag.
37. Lowyck, J., and Elen, J., 1994. Student's instructional metacognition in learning environments (SIMILE), Leuven: Centre for Instructional Psychology and Technology.
38. Lowyck, J., Elen, J., Proost, K., and Buena, G., 1995. Telematics in open and distance learning. Research methodology handbook, Leuven: Centre for Instructional Psychology and Technology.
39. Pressley, M., Borkowski, J.G., and Schneider, W., 1989. Good information processing: What it is and how education can promote it. International Journal of Educational Research, 13: 857–867.
40. Rothkopf, E.Z., 1970. The concept of mathemagenic activities. Review of Educational Research, 40: 325–336.
41. Sherman, G.P., and Klein, J.D., The effects of cued interaction and ability grouping during cooperative computer-based science instruction. Paper presented at the Annual Meeting of the AERA. San Francisco, CA.
42. Shuell, T.J., 1988. The role of the student in learning from instruction. Contemporary Educational Psychology, 13: 276–295.
43. Simons, P.R.J., 1993. “ Constructive learning: The role of the learner ”. In Designing environments for constructive learning, Edited by: Duffy, T.M., Lowyck, J., and Jonassen, D.H., 291–313. Berlin: Springer-Verlag.
44. Steinberg, E.R., 1989. Cognition and learner control: A literature review, 1977–1988. Journal of Computer-Based Instruction, 16: 117–121.
45. Sugrue, B., 1994. A theory-based framework for assessing domain-specific problem solving ability, Los Angeles: CRESST, University of California. (Paper presented at the annual meeting of the AERA, New Orleans)
46. Tosti, D.T., and Ball, J.R., 1969. A behavioral approach to instructional design and media selection. AV Communication Review, 17: 5–25.
47. Tovar, M., and Coldevin, G., 1992. Effects of orienting activities and instructional control on learning facts and procedures from interactive video. Journal of Educational Computing Research, 8: 507–519.
48. Van den Brande, L., 1993. Flexible and distance learning, Chichester, New York: John Wiley & Sons.
49. Veldeman, F., Aden, P., Pollaris, P., Elen, J., Willems, J.L., and Boogaerts, M.A., The AMUSE-environment: A didactical environment where active multimedia use stimulates expertise. Paper presented at the Annual Meeting of the AERA. San Francisco.
50. Vermunt, J., 1992. Leerstijlen en sturen van leerprocessen in het hoger onderwijs: Naar procesgerichte instructie en zelfstandig denken, Lisse: Swets & Zeitlinger. (Doctoral dissertation, Katholieke Universiteit Brabant)
51. Waldrip, B.G., and Treagust, D.F., Students' perceptions of video conferencing between two university campuses. Paper presented at the Annual Meeting of the AERA. San Francisco, CA.
52. Winn, W.D., 1991. The assumptions of constructivism and instructional design. Educational Technology, 31: 38–40.
53. Winne, Ph.H., 1982. Minimizing the black box problem to enhance the validity of theories about instructional effects. The Elementary School Journal, 85: 673–693.
54. Wittrock, M.C., 1981. “ Learning and memory ”. In Psychology and education: The state of the union, Edited by: Farley, F., and Gordon, L. S., 242–264. Berkeley, CA: McCutchan.
55. Woodruff, E., The effects of computer mediated communications on collaborative discourse in knowledge-building communities. Paper presented at the Annual Meeting of the AERA. San Francisco, CA.
56. Zhang, J., and Norman, D.A., 1994. Representations in distributed cognitive tasks. Cognitive Science, 18: 87–122.