AECT Ser.: Handbook of Research for Educational Communications and Technology :

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Artikelzustand
Sehr gut: Buch, das nicht neu aussieht und gelesen wurde, sich aber in einem hervorragenden Zustand ...
Subject Area
Educational Technology
Subject
Education
ISBN
9780805841459
Kategorie

Über dieses Produkt

Product Identifiers

Publisher
Routledge
ISBN-10
0805841458
ISBN-13
9780805841459
eBay Product ID (ePID)
1967167

Product Key Features

Number of Pages
1232 Pages
Publication Name
Handbook of Research for Educational Communications and Technology : A Project of the Association for Educational Communications and Technology
Language
English
Publication Year
2003
Subject
Computers & Technology, Communication Studies, General, Distance, Open & Online Education
Type
Textbook
Subject Area
Language Arts & Disciplines, Education
Author
Association for Educational Communications and Technology Staff
Series
Aect Ser.
Format
Hardcover

Dimensions

Item Height
2.1 in
Item Weight
88.2 Oz
Item Length
11.2 in
Item Width
8.7 in

Additional Product Features

Edition Number
2
Intended Audience
College Audience
LCCN
2003-015730
Dewey Edition
22
Illustrated
Yes
Dewey Decimal
371.33/072
Edition Description
Revised edition,New Edition
Table Of Content
Contents: Preface. Part I: Theoretical Foundations for Educational Communications and Technology. J.K. Burton, D.M. Moore, S.G. Magliaro, Behaviorism and Instructional Technology. B.H. Banathy, P.M. Jenlink, Systems Inquiry and Its Application in Education. K.A. Krendl, R. Warren, Communication Effects of Noninteractive Media: Learning in Out-of-School Contexts. W. Winn, Cognitive Perspectives in Psychology. S.T. Kerr, Toward a Sociology of Educational Technology. P.H. Henning, Everyday Cognition and Situated Learning. M. Young, An Ecological Psychology of Instructional Design: Learning and Thinking by Perceiving--Acting Systems. G.M. Boyd, Conversation Theory. S.A. Barab, M.A. Evans, E-O. Baek, Activity Theory as a Lens for Characterizing the Participatory Unit. B.S. Allen, R.G. Otto, B. Hoffman, Media as Lived Environments: The Ecological Psychology of Educational Technology. D. Hlynka, Postmodernism in Educational Technology: Update 1996-2002. Part II: Hard Technologies. B. Seels, K. Fullerton, L. Berry, L.J. Horn, Research on Learning From Television. C.H. Orrill, M.J. Hannafin, E.M. Glazer, Disciplined Inquiry and the Study of Emerging Technology. C.N. Gunawardena, M.S. McIsaac, Distance Education. A. Romiszowski, R. Mason, Computer-Mediated Communication. J.R. Hill, D. Wiley, L.M. Nelson, S. Han, Exploring Research on Internet-Based Learning: From Infrastructure to Interactions. H. McLellan, Virtual Realities. D. Neuman, The Library Media Center: Touchstone for Instructional Design and Technology in the Schools. W.B. Roby, Technology in the Service of Foreign Language Learning: The Case of the Language Laboratory. Part III: Soft Technologies. B. Lockee, D.M. Moore, J. Burton, Foundations of Programmed Instruction. M.E. Gredler, Games and Simulations and Their Relationships to Learning. L.P. Rieber, Microworlds. A. Shapiro, D. Niederhauser, Learning From Hypertext: Research Issues and Findings. Part IV: Instructional Design Approaches. T.J. Ragan, P.L. Smith, Conditions Theory and Models for Designing Instruction. O-C. Park, J. Lee, Adaptive Instructional Systems. J.M. Spector, C. Ohrazda, Automating Instructional Design: Approaches and Limitations. A. Carr-Chellman, M. Savoy, User-Design Research. Part V: Instructional Strategies. B.L. Grabowski, Generative Learning Contributions to the Design of Instruction and Learning. E.H. Morey, Feedback Research Revisited. D.W. Johnson, R.T. Johnson, Cooperation and the Use of Technology. V.P. Dennen, Cognitive Apprenticeship in Educational Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching as Instructional Strategies. J.L. Kolodner, J.N. Owensby, M. Guzdial, Case-Based Learning Aids. Part VI: Instructional Message Design. G.J. Anglin, H. Vaez, K.L. Cunningham, Visual Representations and Learning: The Role of Static and Animated Graphics. J. Hartley, Designing Instructional and Informational Text. A.E. Barron, Auditory Instruction. D.M. Moore, J.K. Burton, R.J. Myers, Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia. Part VII: Research Methodologies. J.R. Koetting, M. Malisa, Philosophy, Research, and Education. S.M. Ross, G.R. Morrison, Experimental Research Methods. W.C. Savenye, R.S. Robinson, Qualitative Research Issues and Methods: An Introduction for Educational Technologists. J.M. Mazur, Conversation Analysis for Educational Technologists: Theoretical and Methodological Issues for Researching the Structures, Processes, and Meaning of On-Line Talk. R.C. Richey, J.D. Klein, W.A. Nelson, Developmental Research: Studies of Instructional Design and Development.
Synopsis
Sponsored by the Association of Educational Communication and Technology (AECT), the second edition of this handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. on programmed instruction, everyday cognition and situated learning, ecological psychology, internet-based learning, library media centres, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries. The handbook is intended for graduate students, professors, instructional designers and researchers in educational communication and technology., Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies .
LC Classification Number
LB1028.3.H355 2001

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