Search results for author:"Eric J. Fox"
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Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism
Eric J. Fox
Educational Technology Research and Development Vol. 54, No. 1 (February 2006) pp. 5–36
Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an...
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Clarifying Functional Contextualism: A Reply to Commentaries
Eric J. Fox
Educational Technology Research and Development Vol. 54, No. 1 (February 2006) pp. 61–64
In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional ...
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Comparing strategies for teaching abstract concepts in an online tutorial
Eric J. Fox
(2005) pp. 1–186
Most guidelines for teaching concepts focus on providing the learner with practice identifying examples and non-examples of the concepts. This type of classification training has been shown to be quite effective, particularly for concrete concepts...
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Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial
Eric J. Fox; Howard J. Sullivan
Journal of Educational Computing Research Vol. 37, No. 3 (2007) pp. 307–330
The purpose of this study was to compare traditional classification training for a set of abstract concepts with multiple-relations training consisting of inference practice and the use of a content diagram. To examine this, 200 undergraduate and...
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Performance Improvement Competencies for Instructional Technologists
James D. Klein; Eric J. Fox
TechTrends: Linking Research and Practice to Improve Learning Vol. 48, No. 2 (2004) pp. 22–26
The field of instructional design and technology (IDT) evolved during the 1990s to include theories and practices of performance improvement. Some authors have indicated that the goal of our field has shifted from facilitating learning to improving...