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21.
J. Walter Reeves 《Quarterly Journal of Speech》2013,99(1):79-83
The composing process is analogous to universal evolutionary processes in which an original, amorphous, undifferentiated whole gradually evolves into a more complex, differentiated whole. It repeats in microcosm the history of the evolution of consciousness. (This process is perhaps only an example of the larger language organizing behavior that has evolved in human beings.) The work of scholars in completely different fields reveals striking parallels that mirror these larger evolutionary processes. 相似文献
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Shiang-Kwei Wang Thomas C. Reeves 《Educational technology research and development : ETR & D》2007,55(2):169-192
Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve
the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity,
and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the
teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual
student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of
evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits
of educational researchers working closely with teachers using design-based research methods to successfully solve instructional
problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into
the development of similar Web-LEs are presented as well as directions for future research. 相似文献
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In recent years, the use of data to inform instructional decision making has become a particularly prominent facet of K–12 educators' professional practice. However, research estimates limited opportunities for preservice teachers to learn how to use data, including standardized test data, for such purposes. In response, this article describes the results of a pretest–posttest study of a 6-hour standardized assessment data use intervention for preservice teachers. The facilitated, collaborative, and highly structured assessment course-embedded intervention engaged preservice teachers in asking and answering four different kinds of questions (e.g., achievement strengths and weaknesses, instructional implications) at five different student levels (e.g., individual, subgroup, school) with external assessment data presented in tables, charts, and score reports. Findings—which include highly favorable preservice teacher perceptions of the intervention's impact on their data-driven decision making skills, and changes in their self-efficacy and data interpretation skills—indicate that the intervention holds promise as a preservice teacher learning mechanism. 相似文献
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Ron Oliver Thomas C. Reeves 《Educational technology research and development : ETR & D》1996,44(4):45-56
Increasingly, telematics is being used for distance education in Australia. Two forms of telematics, audiographics and live
interactive television, are described. Audiographics involves two telecommunications links, one which connects computers via
modems and a second link which provides an audioconferencing medium through a normal telephone connection. Live interactive
television involves the combination of a one-way television signal with a toll-free callback telephone enabling students to
communicate directly with the teacher during program transmission. Research and evaluation studies indicate that the interactivity
currently implemented via telematics is minimal and that it does not support higher-order cognition among students. In light
of our investigations and contemporary cognitive learning theory, a number of dimensions of effective interactive learning
with telematics are suggested: (a) collaboration, (b) generative learning, (c) contextual engagement, (d) personal autonomy,
and (e) motivation.
His research interests include instructional technologies and developing effective learning environments for open learning
and distance education.
His specialist areas include evaluating technology-rich learning environments, electronic user performance support systems
and interactive learning systems. 相似文献
30.
Mental models: A research focus for interactive learning systems 总被引:1,自引:0,他引:1
Hueyching Janice Jih Thomas Charles Reeves 《Educational technology research and development : ETR & D》1992,40(3):39-53
The difficulty of understanding the structure and functions of computer programs is especially acute when learners are given the freedom to explore hypertext materials in which the possibility of disorientation is strong. Mental model theory is an attempt to model and explain human understanding of objects and phenomena during learning (and other activities). Research on mental models in human-computer interaction can identify important characteristics of cognitive processes and help in the development of research-based guidelines for designing interactive learning systems. This article calls for programmatic research on learners' mental models and provides guidelines for the conduct of such research.Hueyching J. Jih completed her doctoral program at the University of Georgia in 1991 and is in government service in Taipei, Taiwan. 相似文献