The
value of research of course can be time sensitive, but some
research is foundational to the way we do business. If you are
interested in the subject matter of this lesson, here are some
good sources of further study for you to look at.
Bednar, A. K., Cunningham, D. Duffy, T. M. & Perry, J. D.
(1998). Theory into practice: How do we link? In T. M Duffy
and D. H. Jonassen (Eds.) Constructivism and technology of instruction:
A conversation, Hillsdale, NJ: Lawrence Erlbaum Associates,
17-35.
Betz, M. (2000). Curriculum, instruction, and the Internet.
Educational Technology & Society, 3 (2), 1-12.
Brandon, D. P. & Hollingshead, A. B. (1999). Collaborative
learning and computer-supported groups. Communication Studies,
48, 109-126.
Dick, W. (1991). An instructional designer's view of constructivism.
Educational Technology, May, 41-44.
Dick, W. (1995). Instructional design and creativity: A response
to the critics. Educational Technology, 35 (4), 5-11.
Dick, W. & Carey, L. (1990). The systematic design of instruction,
NY: Harper Collins Publication.
Duffy, T. M. & Jonassen, D. H. (1992). Constructivist and
the technology of instruction: A conversation, Hillsdale, NJ:
Lawrence Erlbaum Associates.
Ertmer, P. A. & Newby, T. J. (1993). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional
design perspective. Performance Improvement Quarterly, 6 (40),
50-72.
Gagné, R. M. (1985). Conditions of learning (4th ed.),
New York: Holt, Rinehart and Winston.
Gagné, R. M., Wager, W. W. & Briggs, L. J. (1992).
Principles of instructional design (4th ed.), New York: Holt,
Rinehart and Winston.
Hannafin, M., Land, S. & Oliver, K. (1999). Open learning
environments: Foundations, methods, and models. In C. M. Reigeluth
(Ed.), Instructional design theories and models: A new paradigm
of instructional theory (Vol. II), New Jersey: Lawrence Erlbaum
Associates, 115-142.
Jonassen, D. H. & Grabowski, B. L. (1993). Handbook of individual
differences, learning and instruction, Hillsdale, NJ: Lawrence
Erlbaum Associates.
Jonassen, D. H. (1999). Designing consructivist learning environments.
In C. M. Reigeluth (Ed.) Instructional design theories and models:
A new paradigm of instructional theory (Vol. II), New Jersey:
Lawrence Erlbaum Associates, 215-239.
Jonassen, D. H., McAleese, T. M. R. & Duffy, T. M. (1993).
A Manifesto for a constructivist approach to technology in higher
education. In Duffy, T. M., Lowyck, J. & Jonassen, D. H.
(Eds.) The design of constructivistic learning environments:
Implications for instructional design and the use of technology,
Heidelburg, FRG: Springer-Verlag, http://cad017.gcal.ac.uk/clti/papers/TMPaper11.html
Jonnassen, D. H. (1991). Objectivist vs. constructivist: Do
we need a new philosophical paradigm? Educational Technology:
Research and Development, 39 (3), 5-14.
Ritchie, D. C., Hoffman, B. (1996). Using Instructional Design
Principles To Amplify Learning On The World Wide Web, http://edweb.sdsu.edu/clrit/learningtree/DCD/WWWInstrdesign/WWWInstrDesign.html
Rowland, G. (1995). Instructional Design and Creativity: A Response
to the Criticized. Educational Technology, 35 (5), 17-22.
Salomon, G. (2000). It’s not just the tool, but the educational
rationale that counts. Keynote address presented at Ed-Media
2000, Montreal, Quebec, Canada,
http://construct.haifa.ac.il/~gsalomon/edMeida2000.html
Schwier, R. A. (1995). Issues in emerging interactive technologies.
In G. J. Anglin (Ed.) Instructional technology: Past, present
and future (2nd Ed.), Englewood, CO: Libraries Unlimited, 119-127.
Spiro, R. J., Feltovich, P. J., Jacobson, M. J. & Coulson,
R. L. (1992). Cognitive flexibility, constructivism, and hypertext:
Random access instruction for advanced knowledge acquisition
in ill-structured domain. In T. Duffy & D. Jonassen (Eds.)
Constructivist and the technology of instruction, Hillsdale,
N.J.: Lawwrence Erlbaum Association Publishers, 57-75.
Wilson, B. G. & Cole, P. (1991). Cognitive dissonance as
an instructional variable. Ohio Media Spectrum, 43 (4), 11-21.
Winn, W. D. (1991). The assumptions of constructivism and instructional
design. Educational Technology, 31 (9), 38-40.
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