A Design Framework for Educational Hypermedia Systems: Theory, Research, and Learning Emerging Scientific Conceptual Perspectives

Michael J. Jacobson

Educational Technology Research and Development Vol. 56, No. 1 (February 2008) pp. 5–28

This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed that viewing hypermedia technologies as an enabling infrastructure for tools to support learning--in particular learning ...

The Design of Hypermedia Tools for Learning: Fostering Conceptual Change and Transfer of Complex Scientific Knowledge

Michael J. Jacobson; Anthi Archodidou

Journal of the Learning Sciences Vol. 9, No. 2 (2000) pp. 145–99

Explains that hypermedia tools may be developed for case and problem-centered learning in order to achieve significant learning outcomes, such as deep conceptual understanding, conceptual change, and knowledge transfer. (Author/CCM)

Complex Systems in Education: Scientific and Educational Importance and Implications for the Learning Sciences

Michael J. Jacobson; Uri Wilensky

Journal of the Learning Sciences Vol. 15, No. 1 (2006) pp. 11–34

The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in...

Dynamics of email communications among university students throughout a semester

Shahadat Uddin; Michael J. Jacobson

Computers & Education Vol. 64, No. 1 (May 2013) pp. 95–103

Email is considered as one of the most widely accepted computer-mediated communication tools among university students. Evidence from the present literature shows that students make a significant amount of their course-related communications (e.g....

Language: English

A Framework for the Contextual Analysis of Technology-Based Learning Environments

Michael J. Jacobson; Rand J. Spiro

Journal of Computing in Higher Education Vol. 5, No. 2 (1994) pp. 3–32

A framework for examining the effectiveness of different types of educational computing environments addresses the conceptual characteristics of the knowledge domain being learned and the learner's stage of knowledge. Characteristics of certain...

A Profile of Computer Use among the University of Illinois Humanities Faculty

Michael J. Jacobson; Martha H. Weller

Journal of Educational Technology Systems Vol. 16, No. 2 (1988) pp. 83–98

Describes survey conducted among humanities faculty at University of Illinois at Urbana-Champaign to assess their current use of and attitudes toward educational computing. Topics covered on the questionnaire include computer experience, skills and...

Teachers' Conceptions of the Internet and the World Wide Web: A Representational Toolkit as a Model of Expertise

James A. Levin; Matthew J. Stuve; Michael J. Jacobson

Journal of Educational Computing Research Vol. 21, No. 1 (1999) pp. 1–23

To examine the role of teachers' conceptual representations of the Internet and World Wide Web, a survey and 10 case studies were conducted among pre- and in-service teachers enrolled in university courses. Results reveal diverse, plausible...

Does sequence matter? Productive failure and designing online authentic learning for process engineering

Polly K. Lai; Alisha Portolese; Michael J. Jacobson

British Journal of Educational Technology Vol. 48, No. 6 (November 2017) pp. 1217–1227

This paper presents a study that applied both productive failure (PF) and authentic learning instructional approaches in online learning activities for early-career process engineers' professional development. This study compares participants...

The Ontologies of Complexity and Learning about Complex Systems

Michael J. Jacobson; Manu Kapur; Hyo-Jeong So; June Lee

Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 763–783

This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used...

Computational Scientific Inquiry with Virtual Worlds and Agent-Based Models: New Ways of Doing Science to Learn Science

Michael J. Jacobson; Charlotte E. Taylor; Deborah Richards

Interactive Learning Environments Vol. 24, No. 8 (2016) pp. 2080–2108

In this paper, we propose computational scientific inquiry (CSI) as an innovative model for learning important scientific knowledge and new practices for "doing" science. This approach involves the use of a "game-like" virtual...

Learning the Physics of Electricity: A Qualitative Analysis of Collaborative Processes Involved in Productive Failure

Suneeta A. Pathak; Beaumie Kim; Michael J. Jacobson; Baohui Zhang

International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 1 (March 2011) pp. 57–73

Earlier quantitative studies in computer-supported collaborative learning identified "Productive Failure" (Kapur, Cognition and Instruction 26(3):379-424, "2008") as a phenomenon in which students experiencing relative failures in their initial...

To Guide or Not to Guide: Issues in the Sequencing of Pedagogical Structure in Computational Model-Based Learning

Michael J. Jacobson; Beaumie Kim; Suneeta Pathak; BaoHui Zhang

Interactive Learning Environments Vol. 23, No. 6 (2015) pp. 715–730

This research explores issues related to the sequencing of structure that is provided as pedagogical guidance. A study was conducted that involved grade 10 students in Singapore as they learned concepts about electricity using four NetLogo...

Designs for learning about climate change as a complex system

Michael J. Jacobson; Lina Markauskaite; Alisha Portolese; Manu Kapur; Polly K. Lai; Gareth Roberts

Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 1–14

This paper reports on a study in which students used agent-based computer models to learn about complex systems ideas of relevance to understanding climate change. The experimental condition used a

Language: English

Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools

Michael J. Jacobson; Hyo-Jeong So; Timothy Teo; June Lee; Suneeta Pathak; Hans Lossman

Computers & Education Vol. 55, No. 4 pp. 1694–1706

This paper reports on two studies conducted in 2006 in the Singapore schools to investigate the relationships between teachers’ beliefs about knowledge and learning, their pedagogical practices, and uses of information and communications...

Language: English

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

Beaumie Kim; Suneeta A. Pathak; Michael J. Jacobson; Baohui Zhang; Janice D. Gobert

Journal of Science Education and Technology Vol. 24, No. 6 (2015) pp. 789–802

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, "BioLogica"?, was used to...