In this study the assumption was tested experimentally, whether prompting for reflection will enhance hypermedia learning and transfer. Students of the experimental group were prompted at each navigation step in a hypermedia system to say the reasons why they chose this specific information node out loud whereas the students of the control group…

This article focuses on facilitating learners' collaborative knowledge construction in case-based learning scenarios. The article first describes how case-based learning can promote knowledge acquisition and then discusses the characteristics of videoconferencing in such scenarios. Then we focus our attention on the process and outcomes of the…

This research describes a methodology for applying design- and management-based scaffolding techniques aimed to enhance cooperative behavior. Based on assumptions of how successful online learning groups act together, we developed feedback-based mechanisms that aimed at contributing to group functions of well-being, member support, and productive…

This article's main claim is that to support individuals' development toward becoming self-regulated learners requires certain amounts of other-regulation, i.e. scaffolding. Starting from this assertion, we discuss 6 issues that surfaced in the 5 articles of this special issue. First, we argue that designers need good reasons for taking freedom…

Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was…

A study analyzing survey results of more than 850 students enrolled in college computer courses was conducted. The survey included, among other things, questions about students' preferences for a programming assignment. The three choices given were examples of common types of programming assignments found in CS1 textbooks: an application to…

This study explores the views on learning, technology and classroom practices of both students and teachers in a technology-enriched classroom environment. It examined the characteristics and uniqueness of 4th-6th grade students' views and the changes in their teachers' views as result of longitudinal experiences of an innovative approach to…

Despite various reform efforts, a persistent concern remains within education regarding the under-representation of women in non-traditional subject areas, such as science and engineering. As society is becoming increasingly technocratic, this article examines this issue in relation to Information Technology (IT), as a relatively new educational…

In this article, the author describes how Eric Fox presents an interesting case for applying functional contextualism (FC) constructs and principles to learning and instruction. He draws several well-debated issues related to the instructional design and technology (IDT) field's shifting philosophical-epistemological roots and pedagogical…

In this paper, the author presents his arguments to Fox's premise that functional contextualism has an implications for designing instruction. Fox argues that functional contextualism is an alternative to constructivism because constructivism has not empirically demonstrated its effectiveness. However, the author finds this assertion troubling for…

In this article, the authors comment on Eric Fox's description of functional contextualism which makes several contributions to instructional design and technology (IDT). They agree that functional contextualism does indeed provide some "theoretical clarity and philosophical cohesion," not just for constructivism, but also for understanding…

In this article, the author presents Fox (2005) argument on functional contextualism and his assessment of the current conceptual frameworks in the field of instructional design and technology. The often unquestioning espousal of constructivism in the field of instructional design and technology has caused problems for a number of reasons. Fox…

In this article, the author, who wrote "Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism," feels honored that his article received commentary from several distinguished scholars in the field of instructional design and technology (IDT). In response to their comments, the author briefly discusses some of…

In this descriptive investigation, we seek to confirm and extend a technique for automatically scoring concept maps. Sixty unscored concept maps from a published dissertation were scored using a computer-based technique adapted from Schvaneveldt (1990) and colleague's Pathfinder network approach. The scores were based on link lines drawn between…

Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers…