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Educational Technology Research and Development

2001 Volume 49, Number 3

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Table of Contents

Number of articles: 6

  1. Theoretical Foundations for Sound's Use in Multimedia Instruction To Enhance Learning

    M J. Bishop & Ward Mitchell Cates

    Interface and instructional design guides almost completely ignore sound, and research suggests many promising instructional uses remain largely unexplored. Examines information processing and... More

    pp. 5-22

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  2. The Effects of Recognition and Recall Study Tasks with Feedback in a Computer-based Vocabulary Lesson

    Roy B. Clariana & Doris Lee

    Focusing on whether computer-based study tasks should use multiple-choice or constructed-response (CR) question formats, this study hypothesized that a CR task with feedback would be superior to... More

    pp. 23-36

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  3. Teaching and Learning in Digital Environments: The Resurgence of Resource-based Learning

    Janette R. Hill & Michael J. Hannafin

    Several issues related to the educational uses of varied resources must be addressed in order to successfully implement resource-based learning environment. This paper traces the changing nature of... More

    pp. 37-52

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  4. Problem-Solving in a Case-based Course: Strategies for Facilitating Coached Expertise

    Donald A. Stepich, Peggy A. Ertmer & Molly M. Lane

    Proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. At two... More

    pp. 53-69

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  5. The Influence of Discussion Groups in a Case-based Learning Environment

    Anna E. Flynn & James D. Klein

    Examines the role of discussion groups in a case-based environment. College students completed two cases individually or in small discussion groups. Overall, participants in groups liked their... More

    pp. 71-86

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  6. A Model for Optimizing Step Size of Learning Tasks in Competency-based Multimedia Practicals

    Rob J. Nadolski, Paul A. Kirschner, Jeroen J. G. van Merrienboer & Hans G. K. Hummel

    Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple... More

    pp. 87-103

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