Author: Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 84
Book Description
Journal of Computer-based Instruction
Author: Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 84
Book Description
Proceedings of Selected Research Paper Presentations at the ... Convention of the Association for Educational Communications and Technology
Author: Association for Educational Communications and Technology. ConventionPublisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 768
Book Description
Resources in Education
Author: Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 596
Book Description
Research in Education
Author: American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 760
Book Description
Handbook of Educational Psychology
Author: David C. BerlinerPublisher: Routledge
ISBN: 0805850805
Category : Educational psychology
Languages : en
Pages : 1075
Book Description
Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Editionprovides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. s, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
USAF Formal Schools
Author: United States. Department of the Air ForcePublisher:
ISBN:
Category : Military education
Languages : en
Pages : 596
Book Description
USAF Formal Schools
Author: United States. Dept. of the Air ForcePublisher:
ISBN:
Category : Military education
Languages : en
Pages : 614
Book Description
Interactive Multimedia Learning Environments
Author: Max GiardinaPublisher: Springer Science & Business Media
ISBN: 3642777058
Category : Computers
Languages : en
Pages : 263
Book Description
Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.