Search results for author:"David H Jonassen"
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Journal of Educational Technology Systems Vol. 7, No. 2 (1978) pp. 187–93
Structuralism as a theoretical base has so pervaded instructional design procedures and principles that conceptually identical constructs are competing for attention in the field. Standardization of some of these variables in a structuralist...
Educational Technology Vol. 34, No. 4 (1994) pp. 34–37
Discussion of constructivism and instructional design focuses on the development of a design model for constructivist environments that supports the construction of knowledge, a meaningful context for learning, and collaboration among learners and...
Educational Technology Research and Development Vol. 48, No. 4 (2000) pp. 63–85
Proposes a metatheory of problem solving. Describes differences among problems in terms of their structured ness, domain specificity (abstractness), and complexity; describes individual differences that affect problem solving; and presents a...
Educational Technology Research and Development Vol. 39, No. 3 (1991) pp. 5–14
Analyzes the philosophical assumptions underlying instructional systems technology (IST). Cognitive and behavioral learning theories are discussed, their effects on IST are considered, the philosophical paradigms of objectivism and constructivism...
Educational Technology Vol. 24, No. 1 (1984) pp. 21–24
Discusses conflict between instructional potential of interactive videodiscs and interests of educational publishers and proposes a generic videodisc as a solution. Generic disc design preferences, equipment needed by teachers to program various...
Educational Technology Research and Development Vol. 60, No. 2 (April 2012) pp. 341–359
Decision making is the most common kind of problem solving. It is also an important component skill in other more ill-structured and complex kinds of problem solving, including policy problems and design problems. There are different kinds of...
Journal of Computing in Higher Education Vol. 6, No. 2 (1995) pp. 40–73
Cognitive tools, computer-based applications normally used as productivity software, can also function as knowledge representation formalisms that require learners to think critically. Databases, spreadsheets, semantic networks, expert systems, and...
Educational Technology Vol. 28, No. 11 (1988) pp. 13–16
Reviews conceptual bases for hypertext, relates them to hypertext design issues, and suggests research issues that need to be addressed. Topics discussed include cognitive psychology; schema theory and semantic networks; problems with hypertext;...
Quarterly Review of Distance Education Vol. 3, No. 1 (2002) pp. 1–13
Discusses the need for innovation in online learning and suggests that online learning in universities and corporate training should focus on problem solving. Recommends the implementation of problem and domain-specific problem architectures in...
Journal of Computing in Higher Education Vol. 8, No. 1 (1996) pp. 48–68
Computer-delivered, case-based instruction can provide medical students with valuable clinical diagnostic experiences before encountering real patients. Diagnosis requires physicians to understand and use causal reasoning for prediction. Such...
Educational Technology Vol. 31, No. 9 (1991) pp. 28–33
Addresses problems in evaluation that are raised by constructivism. Highlights include a comparison of objectivism and constructivism; constructivistic criteria, including goal-free evaluation, which focus on authentic tasks, knowledge construction, ...
Educational Technology Vol. 30, No. 9 (1990) pp. 32–34
Discusses the field of instructional systems technology (IST) and suggests the need for new models of learning. The change in learning psychology from behaviorism to cognitive psychology is described, a constructivistic approach to IST is explained, ...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 27, No. 4 (1979) pp. 291–302
Of particular interest in this study exploring a number of questions related to multi-image presentation of information and acquisition of a concept--e.g., classifying plants--was whether redundancy (i.e., additional positive examples) and an...
This study was conducted to investigate whether increased levels of state anxiety are associated with microcomputers. Participants included 116 undergraduate and graduate education and library science students with an age range of 20 to 55. The...
Educational Technology Vol. 33, No. 1 (1993) pp. 35–37
Describes learning environments, including cognitive flexibility hypertexts, anchored instruction, and computer-supported intentional learning environments. A brief history of educational technology is presented; and problems with open learning...
Educational Technology Vol. 29, No. 5 (1989) pp. 7–10
Discusses the field of instructional systems technology (IST) and the definition of its subject matter domain; describes cognitive mapping and semantic relatedness; and reports results of a study that generated a cognitive map to define the...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 32, No. 3 (1984) pp. 153–67
Defines and explicates the systems approach--the conceptual heart of educational technology--in the broader context of general systems theory, and presents four propositions based on principles from four schools of philosophical thought that may...
Educational Technology Research and Development Vol. 42, No. 2 (1994) pp. 31–39
Argues that the debate about media attributes versus instructional methods should be shifted from instruction- and media-centered to a learner-centered conception of learning. Learning with media should be explored on the macro level (where learning ...
Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 159–175
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as "Ask Systems." Ask Systems are interrogative interfaces to information and learning environments that model...
Performance Improvement Vol. 42, No. 4 (2003) pp. 34–38
Describes the cognitive processes required to troubleshoot faults and describes an architecture based on that cognitive model for designing learning environments that engage novices in troubleshooting while supporting their construction of requisite ...
Educational Technology Vol. 25, No. 6 (1985) pp. 7–17
Proposes a taxonomy which describes interactivity and adaptation outside the context of any particular medium. Designed to facilitate the instructional design and media selection processes, this taxonomy is represented as a cube whose axes represent ...
Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes
Educational Technology Research and Development Vol. 45, No. 1 (1997) pp. 65–94
Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, ...
Educational Technology Research and Development Vol. 39, No. 1 (1991) pp. 83–92
Compares hypertext with instructional design and development principles and processes. Theoretical foundations for hypertext are discussed, including knowledge acquisition, schema theory, and active structural networks; mapping instructional designs ...
Educational Technology Vol. 19, No. 6 (June 1979) pp. 28–32
Discusses cognitive style (the degree to which perception is influenced by environmental variables) and cognitive control (which focuses on the regulation of perception by the ego). Concepts addressed include field dependence-independence, field...
Educational Technology Research and Development Vol. 54, No. 2 (April 2006) pp. 177–196
The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity...
Educational Technology Research and Development Vol. 54, No. 1 (February 2006) pp. 43–47
In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has...
This report describes the process and results of a collaborative annotation process for inserting internal, conceptual linking in a book about hypertext design and the implications of that process for designing collaborative hypertext environments....
This paper describes a design model presented in workbook form which is intended to facilitate computer-assisted instruction (CAI) software design by teachers who do not have programming experience. Presentation of the model is preceded by a number...
Educational Technology Research and Development Vol. 49, No. 1 (2001) pp. 35–51
Discussion of computer-mediated group problem solving focuses on a study of undergraduates that compared the perceptions of participants, the nature of the comments made, and the patterns of communication in face-to-face and computer conferencing...
Journal of Educational Computing Research Vol. 44, No. 3 (2011) pp. 247–263
In this study, the effects of reflective self-explanations on conceptual understanding and problem solving are investigated in a domain of computer programming. After completing a multiple-choice test, 33 students were asked to reflect on and...
Educational Technology Research and Development Vol. 58, No. 4 (August 2010) pp. 439–457
Meaningful learning requires deep engagement with ideas. Deep engagement is supported by the critical thinking skill of argumentation. Learning to argue represents an important way of thinking that facilitates conceptual change and is essential for...
Journal of Educational Computing Research Vol. 28, No. 1 (2003) pp. 1–13
Cognitive simulations are runnable computer programs for modeling human cognitive activities. A case study is reported where expert systems were used as a formalism for modeling metacognitive processes in a seminar. Building cognitive simulations...
Journal of Educational Technology Systems Vol. 22, No. 1 (1994) pp. 19–28
Discussion of the development of intelligent tutoring systems (ITS) using expert systems and hypertext focuses on the Physics Tutor, a prototype ITS built with off-the-shelf software to test the utility, practicality, and generalizability of the ITS ...
Educational Technology Vol. 27, No. 12 (1987) pp. 7–14
Presents a list of recommended practices for designing computer-based instruction courseware based on principles derived from learning research. Research-based principles and the corresponding design practices are outlined for the areas of stimulus...
Journal of Educational Computing Research Vol. 26, No. 1 (2002) pp. 1–23
Discussion of computers as mindtools focuses on semantic networks and expert systems that help learners build a representation of what they know by designing their own knowledge bases. Describes a study of undergraduates that examined the effects of ...
Noting that automation has had an impact on virtually every manufacturing and information operation in the world, including instructional design (ID), this paper suggests three basic metaphors for automating instructional design activities: (1)...
Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (1994)
Hypertext is well-suited for educational applications where open learning and knowledge exploration is desired. In such applications, principles of good hypertext interface design should be employed to avoid navigational problems so as to maximize...
Educational Technology Research and Development Vol. 47, No. 1 (1999) pp. 61–79
Defines activity theory as a socio-cultural and socio-historical lens through which the interaction of human activity and consciousness within its relevant environmental context can be analyzed. Describes how activity theory can be used as a...
Educational Technology Research and Development Vol. 50, No. 3 (2002) pp. 5–22
This study examined the use of online argumentation scaffolds to engage and support coherent argumentation. Participants were students in an undergraduate economics course. Results showed that providing a constraint-based argumentation scaffold...
Quarterly Review of Distance Education Vol. 2, No. 4 (2001) pp. 303–17
Examines some limitations of online course delivery and management systems in terms of the range of pedagogies they support, and explores the effects of a distance learning pedagogy that emphasizes alternative forms of knowledge representation,...
Educational Technology Research and Development Vol. 50, No. 2 (2002) pp. 65–77
Discusses the increased emphasis on problem solving and problem-based learning in instructional design and the need for new methods for task analysis and models for designing instruction. Defines the rationale and means for analyzing, organizing,...
The Evolution of a Collaborative Authoring System for Non-Linear Hypertext: A Design-Based Research Study
Computers & Education Vol. 51, No. 1 (August 2008) pp. 67–85
Learning in complex and ill-structured knowledge domains requires accommodation of multiple perspectives embedded in authentic activities and the reconciliation of those perspectives with personal beliefs resulting in conceptual change. Cognitive...
World Conference on Educational Media and Technology 2000 (2000) pp. 423–428
This study investigated how differences in task affected learner navigation choices, transfer of knowledge, and attitude toward the topic when using hypertext materials about sexual harassment that were designed using cognitive flexibility theory...
TechTrends: Linking Research and Practice to Improve Learning Vol. 43, No. 2 (1998) pp. 24–32
Mindtools are computer applications that, when used by learners to represent what they know, engage them in critical thinking. This article discusses computers as semantic organization (databases and semantic networking), dynamic modeling ...
Computers & Education Vol. 56, No. 1 (January 2011) pp. 112–126
The current study examines the assertion that students are motivated and learn more by carrying out tasks consistent with their epistemological beliefs in web-based learning environments. In the study, 120 undergraduate students in an educational...
Dan Cernusca; John Wedman; Chi-Ren Shyu; Joi Moore; Wu He; Jaturon Harnsomburana; Tawnya Means; Hui-Chuan Hsieh; Johannes Strobel; Feng-Kwei Wang; David H. Jonassen
World Conference on Educational Media and Technology 2002 (2002) pp. 1878–1879
This paper offers a new perspective in teachers' education regarding the effective technology integration. The core theoretical background is Case based Reasoning. We develop a knowledge repository filled by indexed stories collected directly from...
- Jonassen, David H. (46)
- Wang, Sherwood (3)
- Marra, Rose M. (2)
- Strobel, Johannes (2)
- Carr, Chad (1)
- Cernusca, Dan (1)
- Cho, Kyoo-Lak (1)
- Cho, Young Hoan (1)
- Clariana, Roy (1)
- Hannum, Wallace H. (1)