Search results for author:"Michael J. Jacobson"
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A Design Framework for Educational Hypermedia Systems: Theory, Research, and Learning Emerging Scientific Conceptual Perspectives
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
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
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...
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....
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...
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...
A Rule-Based and Hypertextual Electronic Mail System for Electronic Learning Environments: Applying the Distributed Network Learning Framework
This paper discusses issues related to the design of software tools that support learners in their participation in network-based learning activities. To guide the development and use of a new class of educationally-oriented network tools, this...
Teachers' Conceptions of the Internet and the World Wide Web: A Representational Toolkit as a Model of Expertise
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
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...
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
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
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
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...
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...