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Handbook of Research on Educational Communications and Technology

Third Edition

Edited by J. Michael Spector, M. David Merrill, Jeroen van Merrienboer, Marcy P. Driscoll

Routledge – 2008 – 928 pages

Series: AECT Series

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  • Add to CartPaperback: $136.95
    978-0-415-96338-1
    December 22nd 2007
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    978-0-8058-5849-5
    December 22nd 2007

Description

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition. More Comprehensive ? topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions. Restructured Chapters ? this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies. More International ? more than 20% of the contributing authors and one of the volume editors are non-American. Theoretical Focus ? Part 1. provides expanded, cross-disciplinary theoretical coverage. Methodological Focus ? an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus ? another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and de

Contents

Part 1: Foundations Marcy P. Driscoll 1. Historical Foundations Michael Molenda, 3 2. Theoretical Foundations J. Michael Spector, 61 3. Complexity Theory Xiaopeng Ni and Robert Maribe Branch, 89 4. Experiential Perspectives Konrad Morgan , 101 5. Empirical Perspectives on Memory and Motivation Norbert M. Seel,117 6. Contextualistic Perspectives , Eric J. Fox, 171 7. Philosophical Perspectives , Kathy L. Schuh and Sasha A. Barab, 213 Part 2: Strategies M. David Merrill, 265 8. Representation Strategies Linda L. Lohr and James E. Gall, 267 9. Strategies for Designing Embodied Curriculum Sasha A. Barab and Tyler Dodge, 301 10. Generative Learning: Principles and Implications for Making Meaning Barbara L. Grabowski, Hyeon Woo Lee, and Kyu Yon Lim, 349 11. Feedback Strategies for Interactive Learning Tasks Susanne Narciss, 383 12. Technology-Enhanced Support, Strategies for Inquiry Learning Yael Kali and Marcia C. Linn, 445 13. A Distributive Perspective for Collaborative Activity Tom Satwicz and Reed Stevens, 491 14. Prescriptive Principles for Instructional Design M. David Merrill, Matthew Barclay and Andrew van Schaack, 523 Part 3: Technologies J. Michael Spector, 557 15. Programmed Technologies Barbara B. Lockee, Miriam B. Larson, John K. Burton, and D. Michael Moore, 559 16. Educational Hypertext Dale S. Niederhauser, 589 17. Computer-Mediated Technologies Arthur C. Graesser, Patrick Chipman, and Brandon G. King , 629 18. Computer-Mediated Communications Technologies Jay Pfaffman, 679 19. K-12 Library Media Centers Delia Neuman, 703 20. Technology-Based Knowledge Systems Ian Douglas, 729 21. Flexible Learning and Learning Places Peter Goodyear, 759 22. Enabling Time and Place Independence Som Naidu, 781 23. Blended Learning Environments Charles R. Graham and Charles Dziuban, 815 24. Adaptive Technologies Valerie J. Shute and Diego Zapata-Rivera, 841 25. Generational Differences Thomas C. Reeves and Eun Jung Oh, 897 26. Technologies Linking Learning, Cognition and Instruction Sabine Graf and Kinshuk, 925 27. Synthetic Learning Environments Janis A. Cannon-Bowers and Clint A. Bowers, 957 28. Modeling Technologies Roy B. Clariana and Johannes Strobel, 997 29. The Learning Objects Literature David A. Wiley, 1047 30. Open Source and Open Standards Rob Koper, 1079 Part 4: Models Jeroen van Merriënboer, 1115 31. Human Cognitive Architecture John Sweller, 1117 32. Outcome-Referenced, Conditions-Based Theories and Models Tillman J. Ragan, Patricia L. Smith and L. K. Curda, 1161 33. Cooperation and the Use of Technology David W. Johnson and Roger T. Johnson, 1221 34. The Cognitive Apprenticeship Model in Educational Practice Vanessa P. Dennen and Kerry J. Burner, 1303 35. Whole-Task Models in Education Jeroen J. G. van Merriënboer and Liesbeth Kester, 1355 36. Model Facilitated Learning Ton de Jong and Wouter R. van Joolingen, 1409 37. Adaptive Instructional Systems Jung Lee and Ok-Choon Park, 1447 38. Problem-Based Learning Woei Hung, David H. Jonassen and Rude Liu, 1503 39. Behavioral, Cognitive and Technological Approaches to Performance Improvement Ruth Colvin Clark and Frank Nguyen, 1581 40. Resource-Based Learning Michael J. Hannafin and Janette R. Hill, 1633 41. Instructional Models in Domains and Professions Henny P. A. Boshuizen, Caroline Phythian-Sence, Richard K. Wagner, Koeno Gravemeijer, Geerdina Maria van der Aalsvoort, Fleurie Nievelstein, Tamara van Gog, Frans J. Prins, Tim Dornan, Albert Scherpbier, and John Spencer, 1673 Part 5: Design and Development M. David Merrill, 1775 42. Competencies for the New-Age Instructional Designer Roderick C. Sims and Tiffany A. Koszalka, 1777 43. Cognitive Task Analysis, Richard E. Clark, David F. Feldon, Jeroen van Merriënboer, Kenneth A. Yates, and Sean Early, 1801 44. Design and Validation of Technology-Based Performance Assessments Eva L. Baker, Gregory K.W. K. Chung, and Girlie C. Delacruz, 1857 45. Models and Methods for Evaluation Ron Owston, 1893 46. Change Agentry Brian Beabout and Alison A. Carr-Chellman, 1933 47. Design Languages Andrew S. Gibbons, Luca Botturi, Eddy Boot, and Jon Nelson, 1979 48. The Social Consequences of Design and Development Teams, Laura Blasi, Stephen M. Fiore, John Hedberg, and Richard F. Schmid, 2021 49. User-Centered Design and Development Eun-Ok Baek, Kursat Cagiltay, Elizabeth Boling, and Theodore Frick, 2063 50. Tools for Design and Development of Online Instruction, Bryan L. Chapman, 2103 51. Artifacts as Tools in the Design Process, Elizabeth Boling and Kennon M. Smith, 2141 52. Systems Design for Change in Education and Training , Sunnie Lee Watson, William R.Watson, and Charles M. Reigeluth, 2161 Part 6: Methodological Issues Jeroen van Merriënboer, 2193 53. Theory Development Jan Elen and Geraldine Clarebout, 2195 54. Research Designs, Steven M. Ross, Gary R. Morrison, Robert Hannafin, Michael Young, Jan van den Akker, Wilmad Kuiper, Rita C. Richey, and James D. Klein, 2227 55. Data Collection and Analysis Tamara van Gog, Fred Paas, Wilhemina Savenye, Rhonda Robinson, Mary Niemczyk, Robert Atkinson, Tristan E. Johnson, Debra L. O’Connor, Remy M. J. P.Rikers, Paul Ayres, Aaron R. Duly, Paul Ward, and Peter A. Hancock, 2385 56. Foundations for the Future ChanMin Kim, JungMi Lee, Jeroen van Merriënboer, M. David Merrill, and J. Michael Spector, 2443 Glossary of Terms, 2473 Index of Authors Subject Index

Name: Handbook of Research on Educational Communications and Technology: Third Edition (Paperback)Routledge 
Description: Edited by J. Michael Spector, M. David Merrill, Jeroen van Merrienboer, Marcy P. Driscoll. Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to...
Categories: Technology in Education, Education Policy, Open & Distance Education and eLearning