Search results for author:"Michael Hannafin"
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Michael Hannafin
University of Georgia
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A Framework for Scaffolding Performance in ADDL Environments
Michael Hannafin; Kathleen Hannafin
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1602–1605
New technologies coupled with reduced training budgets have spurred interest in advanced distance and distributed learning (ADDL) environments. ADDL environments offer the potential to deliver education and training faster and more efficiently than ...
Topics: Training, Distance Education, Educational Technology
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The Effects of Presentation Latency and Embedded Orienting Strategies on Learning from Computer-Based Instruction
Michael Hannafin
The purpose of this study was to examine the effects of behavioral and cognitive organizing strategies and varied processing intervals on factual and inferential learning. A total of 49 upper-division undergraduate and graduate students, who were...
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Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
Evan Glazer; Michael Hannafin
Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 35–61
This study examined factors that influence teachers' technology integration during Collaborative Apprenticeships designed to provide onsite, ongoing, and just-in-time peer mentoring to create technology-enhanced materials. Results indicate that...
Topics: Instructional Materials, Developmental Stages, Mentoring, Schools, Professional Development, Integration, Elementary Education, Instructional Design
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Scaffolding critical thinking in an online instructional design course
Priya Sharma; Michael Hannafin
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2207–2212
Instructional design is a complex process involving the design and creation of appropriate instruction for varied contexts and audiences. Research suggests that novice instructional designers find that their formal education has left them ill...
Topics: Instructional Design
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The evolution of critical thinking and use of scaffolding in a technology-mediated environment: An exploratory study
Priya Sharma; Michael Hannafin
World Conference on Educational Media and Technology 2002 (2002) pp. 1790–1795
Recently, attention has focused on developing methods for facilitating critical thinking in students. Scaffolding is a method that has been successfully used in many settings to support different learning goals. This study focused on the influence...
Topics: Instructional Design, Research Methods
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Supporting Preservice Teacher Inquiry with Electronic Portfolios
Craig Shepherd; Michael Hannafin
Journal of Technology and Teacher Education Vol. 19, No. 2 (April 2011) pp. 189–207
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these practices was facilitated through embedded tutorials,...
Topics: Social Studies, Preservice Teacher Education, Internet, Professional Development, Portfolios, Video, Educational Technology
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Cognitive Tools and User-Centered Learning Environments: Rethinking Tools, Functions, and Applications
Toru Iiyoshi; Michael Hannafin
World Conference on Educational Media and Technology 2002 (2002) pp. 831–836
This paper introduces and analyzes problems and issues in the design and use of cognitive tools in open, user-centered learning environments, introduces a classification scheme for tool functions, and showcases several tools in a current hypermedia...
Topics: Cognition, Multimedia
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Designing Online Learning Environments to Support Scientific Inquiry
Minchi Kim; Michael Hannafin
Quarterly Review of Distance Education Vol. 5, No. 1 (2004) pp. 1–10
The proliferation of online courses underscores the need to re-examine the foundations upon which courses are grounded. In particular, an emerging perspective in science education requires designers to account for scientific inquiry in student...
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The Accuracy of Cognitive Monitoring during Computer-Based Instruction
Casey Garhart; Michael Hannafin
Journal of Computer-Based Instruction Vol. 13, No. 3 (1986) pp. 88–93
This study examined the relationship between self-assessed understanding of lesson content and student performance on factual and inferential test questions among college undergraduate students. Analysis of the results showed little or no...
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Developing and Refining Mental Models in Open-Ended Learning Environments: A Case Study
Kevin Oliver; Michael Hannafin
Educational Technology Research and Development Vol. 49, No. 4 (2001) pp. 5–32
This qualitative case study focused on the nature of science learning through open-ended problem solving with eighth graders. Discusses results of interviews and observation that suggested students only partially derived accurate mental models, and...
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Scaffolding Critical Thinking in an Online Course: An Exploratory Study
Priya Sharma; Michael Hannafin
Journal of Educational Computing Research Vol. 31, No. 2 (Feb 01, 2004) pp. 181–208
This study examined the influence of scaffolding on the development of critical thinking skills in an online course on Instructional Design. Data were collected through interviews and document artifacts from five participants of the online course....
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The Effects of Orienting Activities, Cueing, and Practice on Learning of Computer-Based Instruction
Michael J. Hannafin
Journal of Educational Research Vol. 81, No. 1 (1987) pp. 48–53
This looks at studied the effects of cognitive and behavioral orienting activities and practice on learning of cued and uncued information by 54 ninth-grade students. Variables are orienting activity, student ability, content cueing, and practice....
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The Effects of Orienting Activities and Cognitive Processing Time on Factual and Inferential Learning
Michael J. Hannafin
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 35, No. 2 (1987) pp. 75–84
This study of undergraduate and graduate students enrolled in computer literacy courses focuses on the effects of orienting activities and varied cognitive processing times on learning facts and deriving inferences. Highlights include computer-based ...
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Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Craig Shepherd; Michael Hannafin
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 229–251
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question...
Topics: Portfolios, Professional Development, Preservice Teacher Education, Educational Technology, Assessment
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Emerging Technologies, ISD, and Learning Environments: Critical Perspectives
Michael J. Hannafin
Educational Technology Research and Development Vol. 40, No. 1 (1992) pp. 49–63
Reviews the evolution of instructional systems design and computer-based learning environments, focusing on the effects of technological advances. Classification of learning environments is discussed in the context of the dimensions of scope ...
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Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
Yan Shen; Michael Hannafin
Journal of Technology and Teacher Education Vol. 21, No. 4 (October 2013) pp. 433–459
This study is part of an ongoing design research to scaffold preservice teachers’ higher-order reasoning while solving technology integration problems. Informed by previous iterations, we designed and examined progressively increasing scaffolds that ...
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The Role of Practice versus Cuing during Computer-Based Instruction
Michael J. Hannafin
The effects of cognitive and behavioral orienting activities and practice on student learning of cued and uncued information were examined in this study. The subjects were 54 grade 9 students (28 males and 26 females), who were classified as high or ...
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Learner Perceptions of Scaffolding in Supporting Critical Thinking
Priya Sharma; Michael Hannafin
Journal of Computing in Higher Education Vol. 17, No. 1 (September 2005) pp. 17–42
Scaffolding has proven an especially interesting and promising area for postsecondary teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments--especially those designed to...
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Importance of Design-Based Research for Technology-Enhanced Learning Environments
Feng Wang; Michael Hannafin
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1813–1816
During the past decade, a new paradigm—design-based research—has showed great potential as an alternative methodology suitable to both research and design of technology-enhanced learning environments (TELEs). On the other hand, TELE design theories...
Topics: Educational Technology
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The Effects of Instructional Stimulus Loading on the Recall of Abstract and Concrete Prose
Michael J. Hannafin
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 31, No. 2 (1983) pp. 103–9
Examines the effect that systematic loading of story presentations with criterion information has on recall of abstract and concrete prose. Results indicate oral plus picture presentations were most effective. Also, loading additional detail into...
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Evidence-based Technology Enhanced Alternative Curriculum in Higher Education (E-TEACH)
Arthur Recesso; Michael Hannafin
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3592–3595
Each of the following four thrusts is framed within evidence-based decision making; the thrusts are interdependent and converge on student learning, defining a focal point of impact reflected in the project goals, activities, and evaluation plan....
Topics: Faculty, Students, Teachers, Integration, Curriculum
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Grounded Design of Web-Enhanced Case Methods: Case-Based Reasoning for Preservice Teachers
Hyeonjin Kim; Michael Hannafin
World Conference on Educational Media and Technology 2004 (2004) pp. 511–517
This paper implements grounded design practice by redesigning a Web-enhanced case-based learning environment for preservice teachers. Grounded design provides a methodology to design learning environments consistent with emerging learning and design ...
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Scientific Inquiry and Web-based Learning Environments: Emerging Perspectives
Minchi Kim; Michael Hannafin
World Conference on Educational Media and Technology 2003 (2003) pp. 1447–1453
This paper critically advances web-enhanced scientific inquiry as a pivotal perspective in classroom learning. In contrast with traditional inquiry approaches that emphasize ritualized, procedural approaches to science, scientific inquiry provides a ...
Topics: Students
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Interaction Strategies and Emerging Instructional Technologies: Psychological Perspectives
Michael J. Hannafin
Canadian Journal of Educational Communication Vol. 18, No. 3 (1989) pp. 167–79
Reviews traditional functions of interaction in computer-based instruction (CBI); describes quantitative and qualitative perspectives on interaction strategies; discusses design-centered and learner-centered interaction; and presents methods for...
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Empirical Issues in the Study of Computer-Assisted Interactive Video
Michael J. Hannafin
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 33, No. 4 (1985) pp. 235–47
Evaluates relevance of existing instructional research on computer-assisted instruction, programed instruction, instructional video, and instructional television to the study of interactive video; describes several assumptions about interactive...
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Gender Similarities and Differences in Sixth Graders' Attitudes toward Computers: An Exploratory Study
Marc Swadener; Michael Hannafin
Educational Technology Vol. 27, No. 1 (1987) pp. 37–42
Describes a study that examined the similarities and differences in computer related attitudes between sixth grade boys and girls of different mathematics achievement levels. Students' responses to questions about self-confidence in their computer...
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The Effects of Orienting, Processing, and Practicing Activities on Learning from Interactive Video
Michael J. Hannafin
Journal of Computer-Based Instruction Vol. 13, No. 4 (1986) pp. 134–39
This study examined effects of orienting activities, processing opportunity, and varied lesson access times on college students' learning from interactive video. While practice remains dominant influence in effectiveness of interactive video,...
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Capturing and assessing evidence of student teacher inquiry: A case study
Peter Rich; Michael Hannafin
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 6 (August 2008) pp. 1426–1440
In this paper, we present five principles underlying teacher inquiry and report a case study during which student teachers in a US teacher education programme used evidence-based decision support, an inquiry method designed to help teachers analyse...
Language: English
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Re-Examining Cognition during Student-Centered, Web-Based Learning
Michael Hannafin; Kathleen Hannafin; Bruce Gabbitas
Educational Technology Research and Development Vol. 57, No. 6 (December 2009) pp. 767–785
During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been...
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The Accuracy of Cognitive Monitoring during Computer-Based Instruction
Casey Garhart; Michael J. Hannafin
This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university...
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Student Management of Web-based Hypermedia Resources during Open-Ended Problem Solving
Kevin Oliver; Michael J. Hannafin
Journal of Educational Research Vol. 94, No. 2 (2000) pp. 75–92
Investigated middle school students' computer tool use in managing and manipulating Internet-based hypermedia resources, hypothesizing that tools would let students process hypermedia resources at higher levels to solve complex, open-ended questions....
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Learning the ROPES of Instructional Design: Guidelines for Emerging Interactive Technologies
Simon Hooper; Michael J. Hannafin
Educational Technology Vol. 28, No. 7 (1988) pp. 14–18
Guidelines presented for the design of instruction using interactive technologies are based on theory and research in learning, instruction, and/or media development. Also explained is a meta-model, ROPES, which highlights retrieval of information,...
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Situated Cognition and Learning Environments: Roles, Structures, and Implications for Design
Jeong-Im Choi; Michael Hannafin
Educational Technology Research and Development Vol. 43, No. 2 (1995) pp. 53–69
Examines the theoretical underpinnings of situation cognition and derives implications for the design of situated learning environments. Highlights include a discussion of the four basic issues of the conceptual framework of situation cognition;...
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Developing situated knowledge about teaching with technology via Web-enhanced Case-based activity
Hyeonjin Kim; Michael J. Hannafin
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1378–1388
Situated, case-based approaches, featuring virtual teachers’ activity and reasoning in university classrooms, may provide a viable alternative to immersive field-based apprenticeships. Despite widespread advocacy on situated teacher education,...
Language: English
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Integrating WebQuests in Preservice Teacher Education
Feng Wang; Michael J. Hannafin
Educational Media International Vol. 45, No. 1 (March 2008) pp. 59–73
During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration...
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Cooperative Learning at the Computer: Ability Based Strategies for Implementation
Simon Hooper; Michael J. Hannafin
This study compared the achievement of low and high ability eighth grade students working cooperatively during computer-based instruction. Students were grouped either homogeneously or heterogeneously on ability, and received identical instruction...
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The Effects of Group Composition on Achievement, Interaction, and Learning Efficiency during Computer-Based Cooperative Instruction
Simon Hooper; Michael J. Hannafin
Educational Technology Research and Development Vol. 39, No. 3 (1991) pp. 27–40
Describes a study of sixth and seventh grade students that investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based...
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Reexamining Technology's Role in Learner-Centered Professional Development
Drew Polly; Michael J. Hannafin
Educational Technology Research and Development Vol. 58, No. 5 (October 2010) pp. 557–571
The American Psychological Association's "Learner-Centered Principles" provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers...
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Design-Based Research and Technology-Enhanced Learning Environments
Feng Wang; Michael J. Hannafin
Educational Technology Research and Development Vol. 53, No. 4 (2005) pp. 5–24
During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design...
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The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving
Jeong-Im Choi; Michael Hannafin
Educational Technology Research and Development Vol. 45, No. 3 (1997) pp. 43–55
The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem solving achievement, transfer, and attitude for fifth graders. Results suggest that rich mathematical instructional...
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Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection
Peter J. Rich; Michael Hannafin
Journal of Teacher Education Vol. 60, No. 1 (2009) pp. 52–67
While video has long been used to capture micro teaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher self-reflection. Such ...
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Situated case-based knowledge: An emerging framework for prospective teacher learning
Hyeonjin Kim; Michael J. Hannafin
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 7 (October 2008) pp. 1837–1845
While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective...
Language: English
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Web-Enhanced Case-Based Activity in Teacher Education: A Case Study
Hyeonjin Kim; Michael J. Hannafin
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 2 (March 2009) pp. 151–170
Recent work in case-based reasoning (CBR) reinforces the importance of situated learning, expert cases, and authentic tasks and activities for novice learners. As novices engage CBR environments, they apprentice in the experts' practices while...
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Perspectives on the Design of Human-Computer Interactions: Issues and Implications
Mark J. Gavora; Michael Hannafin
Instructional Science: An International Journal of the Learning Sciences Vol. 22, No. 6 (1994) pp. 445–77
Considers several perspectives on interaction strategies for computer-aided learning; examines dimensions of interaction; and presents a model for the design of interaction strategies. Topics include pacing; navigation; mental processes; cognitive...
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Cognitive Tools for Open-Ended Learning Environments: Theoretical and Implementation Perspectives
Toru Iiyoshi; Michael J. Hannafin
Annual Meeting of the American Educational Research Association 1998 (April 1998)
This study investigated patterns and effects of cognitive tools usage during engagement with an open-ended hypermedia learning environment. Seven technical institute students engaged in problem-solving tasks concerning anatomy and physiology. They...
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Cooperative CBI: The Effects of Heterogeneous versus Homogeneous Grouping on the Learning of Progressively Complex Concepts
Simon Hooper; Michael J. Hannafin
Journal of Educational Computing Research Vol. 4, No. 4 (1988) pp. 413–24
Describes study that compared the achievement of high and low ability eighth-grade students working cooperatively during computer-based instruction. Homogeneous and heterogeneous grouping based on ability are explained, posttest results are analyzed,...
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A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It
Eunbae Lee; Michael J. Hannafin
Educational Technology Research and Development Vol. 64, No. 4 (2016) pp. 707–734
Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and...
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An Integrated Framework for CBI Screen Design and Layout
Michael J. Hannafin; Simon Hooper
Computers in Human Behavior Vol. 5, No. 3 (1989) pp. 155–65
Discusses the importance of screen design in computer-based instruction (CBI), and presents a framework for screen design decisions based on the ROPES (Retrieving, Orienting, Presenting, Encoding, and Sequencing) meta-model for instructional design. ...
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Scaffolding in Technology-Enhanced Learning Environments
Priya Sharma; Michael J. Hannafin
Interactive Learning Environments Vol. 15, No. 1 (April 2007) pp. 27–46
Scaffolding has proven an especially interesting and promising area for supporting teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments. In this paper, we discuss how...
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Empirically-Based Guidelines for the Design of Interactive Multimedia
Innwoo Park; Michael J. Hannafin
Educational Technology Research and Development Vol. 41, No. 3 (1993) pp. 63–85
Presents a framework for organizing research and theory in the areas of psychology, pedagogy, and technology as they relate to interactive multimedia; and derives principles and implications for the design of interactive multimedia. Highlights...