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Direct linkChallco, Geiser C.; Andrade, Fernando R. H.; Borges, Simone S.; Bittencourt, Ig I.; Isotani, Seiji – Educational Technology & Society, 2016
Flow is the affective state in which a learner is so engaged and involved in an activity that nothing else seems to matter. In this sense, to help students in the skill development and knowledge acquisition (referred to as learners' growth process) under optimal conditions, the instructional designers should create learning scenarios that favor…
Descriptors: Instructional Design, Models, Learning Theories, Student Development
Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
Download full textOzturk, Hayriye Tugba – International Review of Research in Open and Distributed Learning, 2015
Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of…
Descriptors: Shared Resources and Services, Educational Technology, Computer Uses in Education, Resource Units
Kay, Robin – Journal of Interactive Learning Research, 2013
Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)
and secondary (n = 389) school student attitudes…
Descriptors: Web Based Instruction, Resource Units, Direct Instruction, Constructivism (Learning)
