Tags
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Intelligent Systems/Tools In Training and Lifelong Learning
Kommers, P. & Mizzoguchi, R. (2000). Intelligent Systems/Tools In Training and Lifelong Learning. Journal of Interactive Learning Research, 11(3), 259-264. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
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Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited
Kay, R. (2013). Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited. Journal of Interactive Learning Research, 24(1), 33-51. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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Mixing face-to-face and online interactions in a leadership development programme: a blended action learning approach
Thornton, K. & Yoong, P. (2011). Mixing face-to-face and online interactions in a leadership development programme: a blended action learning approach. Journal of Interactive Learning Research, 22(3), 401-420. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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Supporting Electronic Discourse: Principles of Design From a Social Constructivist Perspective
Amy, W. (2003). Supporting Electronic Discourse: Principles of Design From a Social Constructivist Perspective. Journal of Interactive Learning Research, 14(2), 167-184. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
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Knowledge and Information Flows in a Hybrid Learning Space: the students’ perceptions
Trentin, G. (2015). Knowledge and Information Flows in a Hybrid Learning Space: the students’ perceptions. Journal of Interactive Learning Research, 26(4), 403-429. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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Analysing professional discourse in interactive learning: integrating historical and situational perspectives.
Torras, E. & Barbera, E. (2010). Analysing professional discourse in interactive learning: integrating historical and situational perspectives. Journal of Interactive Learning Research, 21(4), 539-561. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
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Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
Hirumi, A. (2002). Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning. Journal of Technology and Teacher Education, 10(4), 497-537. Norfolk, VA: Society for Information Technology & Teacher Education.
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The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on a One Year Preservice Teacher Education Program in Ireland
Rickard, A., McAvinia, C. & Quirke-Bolt, N. (2009). The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on a One Year Preservice Teacher Education Program in Ireland. Journal of Technology and Teacher Education, 17(3), 349-367. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Kajder, S. & Parkes, K. (2012). Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments. Journal of Technology and Teacher Education, 20(3), 229-249. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Causal competencies and learning styles: A framework for adaptive instruction
Kumar, V., Graf, S. & -, K. (2011). Causal competencies and learning styles: A framework for adaptive instruction. Journal of e-Learning and Knowledge Society, 7(3), 13-32. Italian e-Learning Association.
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Constructivist Pedagogy in Asynchronous Online Education: Examining Proactive Behavior and the Impact on Student Engagement Levels
Peters, L., Shmerling, S. & Karren, R. (2011). Constructivist Pedagogy in Asynchronous Online Education: Examining Proactive Behavior and the Impact on Student Engagement Levels. International Journal on E-Learning, 10(3), 311-330. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Applying constructionist principles to online teacher professional development
Ostashewski, N., Reid, D. & Moisey, S. (2011). Applying constructionist principles to online teacher professional development. The International Review of Research in Open and Distributed Learning, 12(6), 143-156. Athabasca University Press.
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A systematic review of small group communication in post-secondary online courses
JAHNG, N. (2012). A systematic review of small group communication in post-secondary online courses. Journal of Open, Flexible, and Distance Learning, 16(2), 26-40. Distance Education Association of New Zealand.
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Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71. Athabasca University Press.
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An investigation of collaboration processes in an online course: How do small groups develop over time?
Jahng, N. (2012). An investigation of collaboration processes in an online course: How do small groups develop over time?. The International Review of Research in Open and Distributed Learning, 13(4), 1-18. Athabasca University Press.
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A framework for interaction and cognitive engagement in connectivist learning contexts
Wang, Z., Chen, L. & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivist learning contexts. The International Review of Research in Open and Distributed Learning, 15(2),. Athabasca University Press.
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Role of Age, Gender, and Social Status on Students in Hybrid Classrooms: A study
Alnaji, L., Salameh, H., Al Khatib, E. & Yousef, S. (2014). Role of Age, Gender, and Social Status on Students in Hybrid Classrooms: A study. Journal of e-Learning and Knowledge Society, 10(3),. Italian e-Learning Association.
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Preparing Faculty to Teach Hybrid Courses: Lessons Learned from an Online Training Program
Wang, H., Lerner, J. & Karimi, M. (2016). Preparing Faculty to Teach Hybrid Courses: Lessons Learned from an Online Training Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 430-433). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
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A Constructivist Approach to Web Course Design, A Review of the Literature
Hobbs, D.L. (2002). A Constructivist Approach to Web Course Design, A Review of the Literature. International Journal on E-Learning, 1(2), 60-65. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
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Externalization of Tacit Knowledge in Online Environments
Yi, J. (2006). Externalization of Tacit Knowledge in Online Environments. International Journal on E-Learning, 5(4), 663-674. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).