Search results for author:"Brian D. Beitzel"
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(2004) pp. 1–125
Schwartz and Bransford (1998) developed a knowledge-differentiation hypothesis to explain why a contrasting-cases activity prepares students to learn from a lecture or text. This experiment examined three alternative theories about cognitive...
Journal of Educational Computing Research Vol. 40, No. 3 (2009) pp. 337–355
Video usage in educational contexts is on the rise. We examined 3 alternative theories about cognitive mechanisms of learning and their implications for instructional design when video is employed to enhance text-based learning. Hypothesis-testing...
Journal of Educational Computing Research Vol. 35, No. 2 (2006) pp. 145–162
The work we report in this special issue attempted to exploit the power of technology and cognitive theory to help make conceptual systems taught in large college courses truly useful in students' future lives. Facing evidence that traditional...