Search results for author:"David Jonassen"
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David Jonassen
University of Missouri
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Constructivism and Computer-Mediated Communication in Distance Education
David Jonassen
American Journal of Distance Education Vol. 9, No. 2 (1995) pp. 7–26
Describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and describes instructional systems that can support constructive learning at a distance. Highlights include paradigm shifts in learning and...
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Applications of a Case Library of Technology Integration Stories for Teachers
David Jonassen
Journal of Technology and Teacher Education Vol. 11, No. 4 (2003) pp. 529–548
Stories are the most natural form of communication and learning among humans. In this paper, we describe how we have designed and implemented an case library of technology integration stories to support pre-service and in-service teachers learning...
Topics: English Language Arts, Physical Education, Artificial Intelligence, Educational Technology, Preservice Teacher Education
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Is There a Learning Orientation in Learning Objects?
David Jonassen; Daniel Churchill
International Journal on E-Learning Vol. 3, No. 2 (2004) pp. 32–41
Based on contemporary theories of learning, this article takes a critical view of the concept of learning objects. Learning objects decompose content into granular pieces of information that can be stored, retrieved, and reused in instruction....
Topics: Learning Objects, Learning Outcomes
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Toward a Design Theory of Problem Solving
David H. Jonassen
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...
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Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm?
David H. Jonassen
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...
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The Generic Disc: Realizing the Potential of Adaptive, Interactive Videodiscs
David H. Jonassen
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...
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Structuralism in Instructional Design
David H. Jonassen
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...
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Thinking Technology: Toward a Constructivist Design Model
David H. Jonassen
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...
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Designing for Decision Making
David H. Jonassen
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...
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Computers as Cognitive Tools: Learning with Technology, Not from Technology
David H. Jonassen
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...
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Designing Structured Hypertext and Structuring Access to Hypertext
David H. Jonassen
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;...
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Engaging and Supporting Problem Solving in Online Learning
David H. Jonassen
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...
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Scaffolding Diagnostic Reasoning in Case-Based Learning Environments
David H. Jonassen
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...
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Evaluating Constructivistic Learning
David H. Jonassen
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, ...
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Thinking Technology: Toward a Constructivist View of Instructional Design
David H. Jonassen
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, ...
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Implications of Multi-Image for Concept Acquisition
David H. Jonassen
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...
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Functions, Applications, and Design Guidelines for Multiple Window Environments
David H. Jonassen
Computers in Human Behavior Vol. 5, No. 3 (1989) pp. 185–94
Defines the functions of windows that are used as visual display techniques in computer software systems, reviews research on the effectiveness of window environments, discusses knowledge structures, and presents principles for designing windowed...
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Effects of Microcomputer Display on a Perceptual/Cognitive Task
David H. Jonassen
The purpose of this study was to adapt the Hidden Figures Test (a measure of field dependence/independence) to microcomputer display and to assess its alternate form reliability when compared to a paper and pencil test. Participants included 58...
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Information Equals Knowledge, Searching Equals Learning, and Hyperlinking Is Good Instruction: Myths about Learning from the World Wide Web
Susan Colaric; David Jonassen
Computers in the Schools Vol. 17, No. 3 (2001) pp. 159–69
Suggests that too much Web-based instruction assumes that the Web is a library that can be used to convey knowledge, that searching and finding information equals learning, and that hyperlinking is good instruction. Critiques these assumptions based ...
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State Anxiety and Exposure to Microcomputers: Assessing Computerphobia
David H. Jonassen
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...
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Teachers' Perceptions about Usability of a Case Library
David Jonassen; Sanda Erdelez
Journal of Computing in Teacher Education Vol. 22, No. 2 (2006) pp. 67–74
Rather than learning and then applying theory to the solution of problems, learners can be provided with stories about others' experiences while designing classroom instruction. However, the usability of case-libraries has not been documented with...
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The Trouble with Learning Environments
David H. Jonassen
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...
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Mapping the Structure of Research and Theory in Instructional Systems Technology
David H. Jonassen
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...
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The Mediation of Experience and Educational Technology: A Philosophical Analysis
David H. Jonassen
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...
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Learning with Media; Restructuring the Debate
David H. Jonassen
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 ...
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Ask Systems: Interrogative Access to Multiple Ways of Thinking
David H. Jonassen
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...
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Instructional Design for Learning To Troubleshoot
David H. Jonassen
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 ...
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Interactive Lesson Designs: A Taxonomy
David H. Jonassen
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 ...
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The Effects of Successful versus Failure-Based Cases on Argumentation while Solving Decision-Making Problems
Andrew Tawfik; David Jonassen
Educational Technology Research and Development Vol. 61, No. 3 (June 2013) pp. 385–406
Solving complex, ill-structured problems may be effectively supported by case-based reasoning through case libraries that provide just-in-time domain-specific principles in the form of stories. The cases not only articulate previous experiences of...
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Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes
David H. Jonassen
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, ...
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Hypertext as Instructional Design
David H. Jonassen
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 ...
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Cognitive Styles/Controls and Media
David H. Jonassen
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...
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On the Role of Concepts in Learning and Instructional Design
David H. Jonassen
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...
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A Constructivist's Perspective on Functional Contextualism
David H. Jonassen
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...
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Wheere is the Learning in Learning Objects?
David Jonassen; Daniel Churchill
International Journal on E-Learning
The reusable learning objects standards being proposed by Cisco, Learning Technology Standards Committee of IEEE, and IMS Global learning Consortium identifies methods for constructing and metatagging computer-based objects to make them more...
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Collaborative Annotation of a Hyperbook on Hypermedia Design
David H. Jonassen; Sherwood Wang
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....
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A CBI Model for the Design of CAI Software by Teachers/Nonprogrammers
Martin Tessmer; David H. Jonassen
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...
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Communication Patterns in Computer Mediated versus Face-to-Face Group Problem Solving
David H. Jonassen; Hyug Kwon
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...
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Development of the Human Interaction Dimension of the Self-Regulated Learning Questionnaire in Asynchronous Online Learning Environments
Moon-Heum Cho; David Jonassen
Educational Psychology Vol. 29, No. 1 (January 2009) pp. 117–138
Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It...
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The Influence of Reflective Self-Explanations on Problem-Solving Performance
Kyungbin Kwon; David H. Jonassen
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...
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Arguing to Learn and Learning to Argue: Design Justifications and Guidelines
David H. Jonassen; Bosung Kim
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...
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Using Expert Systems To Build Cognitive Simulations
David H. Jonassen; Sherwood Wang
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...
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The Physics Tutor: Integrating Hypertext and Expert Systems
David H. Jonassen; Sherwood Wang
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 ...
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Transfer Effects of Semantic Networks on Expert Systems: Mindtools at Work
Rose M. Marra; David H. Jonassen
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 ...
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Analyzing Automated Instructional Systems: Metaphors from Related Design Professions
David H. Jonassen; Brent G. Wilson
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)...
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Model Building for Conceptual Change
David Jonassen; Johannes Strobel; Joshua Gottdenker
Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 15–37
Conceptual change is a popular, contemporary conception of meaningful learning. Conceptual change describes changes in conceptual frameworks (mental models or personal theories) that learners construct to comprehend phenomena. Different theories of...
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The Role of Model Building in Problem Solving and Conceptual Change
Chwee Beng Lee; David Jonassen; Timothy Teo
Interactive Learning Environments Vol. 19, No. 3 (2011) pp. 247–265
This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students...
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Applications of Hypertext: Technologies for Higher Education
David H. Jonassen; R Scott Grabinger
Journal of Computing in Higher Education Vol. 4, No. 2 (1992) pp. 12–42
A discussion of the use of hypertext for college instruction looks at the potential of hypertext to support active construction of knowledge and outlines hypertext applications as a vehicle for traditional computer-assisted instruction, information...
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Hypertext Interface Design and Structural Knowledge Acquisition
Philip A. Koneman; David H. Jonassen
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...
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Research-Based Principles for Designing Computer Software
David H. Jonassen; Wallace H. Hannum
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...