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Visualizing Qualitative Data: Unpacking the Complexities and Nuances of Technology-Supported Learning Processes
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Shiyan Jiang; Joey Huang; Hollylynne S. Lee – Educational Technology Research and Development, 2024
Analyzing qualitative data from learning processes is considered "messy" and time consuming (Chi in J Learn Sci 6(3):271-315, 1997). It is often challenging to summarize and synthesize such data in a manner that conveys the richness and complexity of learning processes in a clear and concise manner. Moreover, qualitative data often…
Descriptors: Learning Processes, Data Analysis, Qualitative Research, Visual Aids
Education and Technology: Elements of a Relevant, Comprehensive, and Cumulative Research Agenda
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Jan Elen; Fien Depaepe – Educational Technology Research and Development, 2025
The relationship between technology and educational processes is a complex one. At this moment, increased digitization as well as efforts to limit the use of digital tools can be observed. In view of (a) deepening our understanding of the relationship between technology and educational processes and (b) strengthening the productive educational use…
Descriptors: Students, Teachers, Educational Technology, Learning Processes
The PLE as a Framework for Developing Agency in Lifelong Learning
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Dabbagh, Nada; Castaneda, Linda – Educational Technology Research and Development, 2020
In this paper, we lay the foundations of the personal learning environment or PLE, its conception, cognitive and theoretical underpinnings, and implications for the design of pedagogical processes and learning ecosystems. We characterize the PLE as a technosocial reality that embodies the sociomaterial entanglement with which people learn as well…
Descriptors: Educational Environment, Learning Processes, Lifelong Learning, Informal Education
Enhancing Socially Shared Regulation in Collaborative Learning Groups: Designing for CSCL Regulation Tools
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Järvelä, Sanna; Kirschner, Paul A.; Panadero, Ernesto; Malmberg, Jonna; Phielix, Chris; Jaspers, Jos; Koivuniemi, Marika; Järvenoja, Hanna – Educational Technology Research and Development, 2015
For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin ("Educ Psychol" 48(1):25-39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual…
Descriptors: Cooperative Learning, Computer Uses in Education, Learning Processes, Instructional Design
Using Scenarios to Design Complex Technology-Enhanced Learning Environments
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de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C. – Educational Technology Research and Development, 2012
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…
Descriptors: Vignettes, Virtual Classrooms, Science Education, Educational Technology
Designing for Decision Making
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Jonassen, David H. – Educational Technology Research and Development, 2012
Decision making is the most common kind of problem solving. It is also an important component skill in other more ill-structured and complex kinds of problem solving, including policy problems and design problems. There are different kinds of decisions, including choices, acceptances, evaluations, and constructions. After describing the centrality…
Descriptors: Problem Solving, Decision Making, Thinking Skills, Affective Behavior
Fostering Personalized Learning in Science Inquiry Supported by Mobile Technologies
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Song, Yanjie; Wong, Lung-Hsiang; Looi, Chee-Kit – Educational Technology Research and Development, 2012
In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school's science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical…
Descriptors: Field Trips, Instructional Design, Observation, Experiential Learning
Towards an Idea-Centered, Principle-Based Design Approach to Support Learning as Knowledge Creation
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Hong, Huang-Yao; Sullivan, Florence R. – Educational Technology Research and Development, 2009
While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557-576 2004), an important question remains to be answered--what represents an effective instructional design to support collaborative creative…
Descriptors: Instructional Design, Epistemology, Learning Processes, Cooperative Learning
Context-Process Authenticity in Learning: Implications for Identity Enculturation and Boundary Crossing
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Hung, David; Chen, Der-Thanq Victor – Educational Technology Research and Development, 2007
This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context-process authenticity. Existing learning and instructional approaches associated with authenticity, such as…
Descriptors: Learning Processes, Teaching Methods, Learning Strategies, Context Effect
Potential Knowledge Management Contributions to Human Performance Technology Research and Practice.
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Schwen, Thomas M.; Kalman, Howard K.; Hara, Noriko; Kisling, Eric L. – Educational Technology Research and Development, 1998
Considers aspects of knowledge management that have the potential to enhance human-performance-technology research and practice. Topics include intellectual capital; learning organization versus organizational learning; the importance of epistemology; the relationship of knowledge, learning, and performance; knowledge creation; socio-technical…
Descriptors: Epistemology, Learning Processes, Performance Technology, Research and Development
Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes.
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Jonassen, David H. – Educational Technology Research and Development, 1997
Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated…
Descriptors: Instructional Design, Learning Processes, Learning Theories, Models
A Conceptual Framework for the Development of Theories-in-Action with Open-Ended Learning Environments.
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Land, Susan M.; Hannafin, Michael J. – Educational Technology Research and Development, 1996
This paper describes a rationale for, and conceptual framework of, learning via open-ended learning environments (OELEs). It highlights development of theories-in-action with OELEs, including the roles of context, system response/feedback, and levels of processing. Discussion also includes examples of theory building via OELEs and implications for…
Descriptors: Context Effect, Educational Environment, Feedback, Learning Processes
Media and Method.
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Clark, Richard E. – Educational Technology Research and Development, 1994
Considers the question of whether instructional methods are replaceable or interchangeable. Topics discussed include the influence of external events on learning and cognitive processes, media variables, linking instructional design to research on learning from instruction, construct validity, and an example of adequate instructional design and…
Descriptors: Construct Validity, Educational Media, Instructional Design, Learning Processes
First Principles of Instruction.
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Merrill, M. David – Educational Technology Research and Development, 2002
Examines instructional design theories and elaborates principles about when learning is promoted, i.e., when learners are engaged in solving real-world problems, when existing knowledge is activated as a foundation for new knowledge, and when new knowledge is demonstrated to the learner, applied by the learner, and integrated into the learner's…
Descriptors: Educational Principles, Elementary Secondary Education, Instructional Design, Learning Processes
The Big Wrench versus Integrated Approaches: The Great Media Debate.
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Tennyson, Robert D. – Educational Technology Research and Development, 1994
Compares seven positions on media influences on learning that were presented in a previous journal issue; discusses the conflict between advocates of a given approach versus integrated approaches to the solving of complex problems; and presents a model that links cognitive processes to computer-based prescriptions for improvements in learning. (35…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Educational Media, Integrated Activities
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