About the Book
Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition.
More Comprehensive � topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions.
Restructured Chapters � this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies.
More International � more than 20% of the contributing authors and one of the volume editors are non-American.
Theoretical Focus � Part 1. provides expanded, cross-disciplinary theoretical coverage.
Methodological Focus � an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods.
Research and Development Focus � another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and de
Table of Contents:
Part I Foundations; Chapter 1 Historical Foundations, Michael Molenda; Chapter 2 Theoretical Foundations, J. Michael Spector; Chapter 3 Complexity Theory, Xiaopeng Ni, Robert Maribe Branch; Chapter 4 Experiential Perspectives, Konrad Morgan; Chapter 5 Empirical Perspectives on Memory and Motivation, Norbert M. Seel; Chapter 6 Contextualistic Perspectives, Eric J. Fox; Chapter 7 Philosophical Perspectives, Kathy L. Schuh, Sasha A. Barab; Part II Strategies; Chapter 8 Representation Strategies, Linda L. Lohr, James E. Gall; Chapter 9 Strategies for Designing Embodied Curriculum, Sasha A. Barab, Tyler Dodge; Chapter 10 Generative Learning: Principles and Implications for Making Meaning, Hyeon Woo Lee, Kyu Yon Lim, Barbara L. Grabowski; Chapter 11 Feedback Strategies for Interactive Learning Tasks, Susanne Narciss; Chapter 12 Technology-Enhanced Support Strategies for Inquiry Learning, Yael Kali, Marcia C. Linn; Chapter 13 A Distributed Perspective on Collaborative Activity, Thomas Satwicz, Reed Stevens; Chapter 14 Prescriptive Principles for Instructional Design, M. David Merrill, Matthew Barclay, Andrew van Schaak; Part III Technologies; Chapter 15 Programmed Technologies, Barbara B. Lockee, Miriam B. Larson, John K. Burton, D. Michael Moore; Chapter 16 Educational Hypertext, Dale S. Niederhauser; Chapter 17 Computer-Mediated Technologies, Arthur C. Graesser, Patrick Chipman, Brandon G. King; Chapter 18 Computer-Mediated Communications Technologies, Jay Pfaffman; Chapter 19 K—12 Library Media Centers, Delia Neuman; Chapter 20 Technology-Based Knowledge Systems, Ian Douglas; Chapter 21 Flexible Learning and the Architecture of Learning Places, Peter Goodyear; Chapter 22 Enabling Time, Pace, and Place Independence, Som Naidu; Chapter 23 Blended Learning Environments, Charles R. Graham, Charles Dziuban; Chapter 24 Adaptive Technologies, Valerie J. Shute, Diego Zapata-Rivera; Chapter 25 Generational Differences, Thomas C. Reeves, Eunjung Oh; Chapter 26 Technologies Linking Learning, Cognition, and Instruction, Sabine Graf, Kinshuk; Chapter 27 Synthetic Learning Environments, Janis A. Cannon-Bowers, Clint A. Bowers; Chapter 28 Modeling Technologies, Roy B. Clariana, Johannes Strobel; Chapter 29 The Learning Objects Literature, David A. Wiley; Chapter 30 Open Source and Open Standards, Rob Koper; Part IV Models; Chapter 31 Human Cognitive Architecture, John Sweller; Chapter 32 Outcome-Referenced, Conditions-Based Theories and Models, Tillman J. Ragan, Patricia L. Smith, L. K. Curda; Chapter 33 Cooperation and the Use of Technology, David W. Johnson, Roger T. Johnson; Chapter 34 The Cognitive Apprenticeship Model in Educational Practice, Vanessa P. Dennen, Kerry J. Burner; Chapter 35 Whole-Task Models in Education, Jeroen J. G. van Merriënboer, Liesbeth Kester; Chapter 36 Model-Facilitated Learning, Ton de Jong, Wouter R. van Joolingen; Chapter 37 Adaptive Instructional Systems, Jung Lee, Ok-Choon Park; Chapter 38 Problem-Based Learning, Woei Hung, David H. Jonassen, Rude Liu; Chapter 39 Behavioral, Cognitive, and Technological Approaches to Performance Improvement, Ruth Colvin Clark, Frank Nguyen; Chapter 40 Resource-Based Learning, Michael J. Hannafin, Janette R. Hill; Chapter 41 Instructional Models in Domains and Professions, Henny P. A. Boshuizen, Caroline Phythian-Sence, Richard K. Wagner, Koeno Gravemeijer, Geerdina Maria van der Aalsvoort, Fleurie Nievelstein, Tamara van Gog, Frans J. Prins, Tim Dornan, Albert Scherpbier, John Spencer; Part V Design and Development; Chapter 42 Competencies for the New-Age Instructional Designer, Roderick C. Sims, Tiffany A. Koszalka; Chapter 43 Cognitive Task Analysis, Richard E. Clark, David F. Feldon, Jeroen J. G. van Merriënboer, Kenneth A. Yates, Sean Early; Chapter 44 Design and Validation of Technology-Based Performance Assessments, Eva L. Baker, Gregory K. W. K. Chung, C. Girlie; Chapter 45 Models and Methods for Evaluation, Ron Owston; Chapter 46 Change Agentry, Brian Beabout, Alison A. Carr-Chellman; Chapter 47 Design Languages, Andrew S. Gibbons, Lucci Botturi, Eddy Boot, Jon Nelson; Chapter 48 The Social Consequences of Design and Development Teams, Laura Blasi, Stephen M. Fiore, John Hedberg, Richard F. Schmid; Chapter 49 User-Centered Design and Development, Eun-Ok Baek, Kursat Cagiltay, Elizabeth Boling, Theodore Frick; Chapter 50 Tools for Design and Development of Online Instruction, Bryan L. Chapman; Chapter 51 Artifacts as Tools in the Design Process, Elizabeth Boling, Kennon M. Smith; Chapter 52 Systems Design for Change in Education and Training, Sunnie Lee Watson, Charles M. Reigeluth, William R. Watson; Part VI Methodological Issues; Chapter 53 Theory Development, Jan Elen, Geraldine Clarebout; Chapter 54 Research Designs, Steven M. Ross, Gary R. Morrison, Robert D. Hannafin, Michael Young, Jan van den Akker, Wilmad Kuiper, Rita C. Richey, James D. Klein; Chapter 55 Data Collection and Analysis, Tamara van Gog, Fred Paas, Wilhelmina Savenye, Rhonda Robinson, Mary Niemczyk, Robert Atkinson, Tristan E. Johnson, Debra L. O’Connor, Remy M. J. P. Rikers, Paul Ayres, Aaron R. Duley, Paul Ward, Peter A. Hancock; Chapter 56 Foundations for the Future, ChanMin Kim, JungMi Lee, M. David Merrill, J. Michael Spector, Jeroen J. G. van Merriënboer;
About the Author :
J. Michael Spector, M. David Merrill, Jeroen van Merriënboer, Marcy P. Driscoll
