Search results for author:"Sanne Dijkstra"
Total records matched: 6 Search took: 0.067 secs
World Conference on Educational Media and Technology 1999 (1999) pp. 231–235
In this paper we describe the design of a WWW-based course-support environment for a course in instructional-design theories, give an overview of how the environment was used as part of the course experience, and summarize the student evaluation...
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 4 (2002) pp. 307–33
Describes a study at the University of Twente (Netherlands) that investigated the effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional with a computer-based learning...
Journal of Computing in Higher Education Vol. 10, No. 2 (1999) pp. 3–18
Describes a World-Wide-Web-based course-support environment for a university course in instructional design, explains how the environment was used as part of the course experience, and summarizes student evaluation of the course. This augmented...
Educational Technology Vol. 31, No. 6 (1991) pp. 19–26
Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation;...
Instructional Science: An International Journal of the Learning Sciences Vol. 29, No. 4 (2001) pp. 275–90
Outlines the development of design science and describes the concept of design space. Discusses rules of good design, rules of good instructional design, goals of education and instructional design, the concept of situatedness, and the developments...
Instructional Science: An International Journal of the Learning Sciences Vol. 25, No. 1 (1997) pp. 1–13
Constructivist theory argues that students construct knowledge for themselves and that each knows the world in a different way. The problem for education is how students can construct an "objectified" knowledge. Outlines an integrative framework for ...