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ERIC Number: ED436128
Record Type: Non-Journal
Publication Date: 1999-Feb
Reference Count: N/A
Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] (21st, Houston, Texas, February 10-14, 1999).
Sparks, Kristin E., Ed.; Simonson, Michael, Ed.
Association for Educational Communications and Technology
Subjects addressed by the 65 papers in this proceedings include: challenges for emerging instructional designers; instructional technology clinical experience; color coding and field dependence; effects of visualization on cognitive development; effects of learning structure and summarization during computer-based instruction; individually-guided education and problem-based learning; World Wide Web-based menus; computer-based training design; instructional principles for self regulation; a systems approach new technology adoption; navigational structure on the Web; impact of navigational models on task completion in Web-based information; multidimensional knowledge structures; relationships between navigational patterns and informational processing styles of hypermedia users; integrating science/mathematics curricula using computer-mediated communications; dual-structure instructional systems approach; effects of metacognitive training; evaluating narrative simulation for potential to impact bias; evaluation theory in problem-based learning; equivalency theory and distance education; instructional design for distance education; using multimedia to counter stereotypes; accessibility of Web-based instruction for students with disabilities; audio in computer-based instruction; distributed cognition, activity theory, and cognitive tools; learner-teacher interaction and time spent by teaching faculty on distance education; effects of faculty motivation in distributive higher education; impact of instructional grouping on navigation and student learning in a Web-based environment; CD tutorials and microworlds; designing instruction for the technology-supported K-12 classroom; instructionist versus constructionist Web-based collaborative learning environments; models for Web-based instruction; multiple instructional design models; strategies for learner involvement; comparison of generative learning strategies; a decision model for problem selection in problem-based learning; relationship between teachers and instructional designers; goals, agency beliefs, and emotions in Web-assisted learning; historical analysis of problem-based learning; secondary teachers' professional uses of computers; technology courses at colleges of education; improving motivation in distance education; designing instruction for critical thinking dispositions; screen miniatures in content-based software; psychological factors influencing Web navigation; effects of goal intentions on problem solving and reading comprehension in generative hypertext processing; project-based learning with the Web; maximizing bandwidth; interactive strategy for mental models learning; using scenarios in instructional design; educational technology doctoral dissertation research, 1977-98; using groupware to support collaborative activities in distance learning; influence of designer/contextual variables on incorporation of motivational components; the ARCS (Attention, Relevance, Confidence, Satisfaction) model; technology, teaching, and learning in Iowa high schools; discourse analysis as a tool for understanding user navigation models; person-environment interaction in the virtual classroom; asynchronous/synchronous performance solutions; and designing online instruction using multidisciplinary approaches. An author and keyword index is included. (MES)
Descriptors: Computer Uses in Education, Educational Technology, Elementary Secondary Education, Higher Education, Hypermedia, Instructional Design, Problem Based Learning, World Wide Web
Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: email@example.com; Web site: http://www.aect.org
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.