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International Journal of Educational Research

2004 Volume 41, Number 6

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Table of Contents

Number of articles: 6

  1. Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments

    Noel J. Entwistle & Elizabeth R. Peterson

    Research into powerful learning environments has concentrated mainly on general influences on students' engagement and learning. This paper considers a series of inter-related concepts that have... More

    pp. 407-428

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  2. Instructional conceptions: Analysis from an instructional design perspective

    Joost Lowyck, Jan Elen & Geraldine Clarebout

    Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. ... More

    pp. 429-444

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  3. When are powerful learning environments effective? The role of learner activities and of students’ conceptions of educational technology

    Peter H. Gerjets & Friedrich W. Hesse

    The goal of this chapter is to outline a theoretical and empirical perspective on how learners’ conceptions of educational technology might influence their learning activities and thereby determine... More

    pp. 445-465

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  4. Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments

    Philip H. Winne

    Calibration concerns (a) the deviation of a person's judgment from fact, introducing notions of bias and accuracy; and metric issues regarding (b) the validity of cues’ contributions to judgments... More

    pp. 466-488

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  5. Learning and technologies, people and tools in co-ordinated activities

    Roger Säljö

    pp. 489-494

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  6. Contextual requirements for constructivist learning

    Alan Lesgold

    pp. 495-502

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