Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II |
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Authors: | Michael J Hannafin Lloyd P Rieber |
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Institution: | (1) the Center for Research and Development in Education Computing, The Pennsylvania State University, 16802 University Park, PA;(2) the Educational Technology Program, Texas A&M University, 77843 College Station, TX |
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Abstract: | Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article. |
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