Search results for author:"Michael Hannafin"
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University of Georgia
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1602–1605
New technologies coupled with reduced training budgets have spurred interest in advanced distance and distributed learning (ADDL) environments. ADDL environments offer the potential to deliver education and training faster and more efficiently than ...
The Effects of Presentation Latency and Embedded Orienting Strategies on Learning from Computer-Based Instruction
The purpose of this study was to examine the effects of behavioral and cognitive organizing strategies and varied processing intervals on factual and inferential learning. A total of 49 upper-division undergraduate and graduate students, who were...
Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 35–61
This study examined factors that influence teachers' technology integration during Collaborative Apprenticeships designed to provide onsite, ongoing, and just-in-time peer mentoring to create technology-enhanced materials. Results indicate that...
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2207–2212
Instructional design is a complex process involving the design and creation of appropriate instruction for varied contexts and audiences. Research suggests that novice instructional designers find that their formal education has left them ill...
Topics: Instructional Design
The evolution of critical thinking and use of scaffolding in a technology-mediated environment: An exploratory study
World Conference on Educational Media and Technology 2002 (2002) pp. 1790–1795
Recently, attention has focused on developing methods for facilitating critical thinking in students. Scaffolding is a method that has been successfully used in many settings to support different learning goals. This study focused on the influence...
Journal of Technology and Teacher Education Vol. 19, No. 2 (April 2011) pp. 189–207
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these practices was facilitated through embedded tutorials,...
Cognitive Tools and User-Centered Learning Environments: Rethinking Tools, Functions, and Applications
World Conference on Educational Media and Technology 2002 (2002) pp. 831–836
This paper introduces and analyzes problems and issues in the design and use of cognitive tools in open, user-centered learning environments, introduces a classification scheme for tool functions, and showcases several tools in a current hypermedia...
Quarterly Review of Distance Education Vol. 5, No. 1 (2004) pp. 1–10
The proliferation of online courses underscores the need to re-examine the foundations upon which courses are grounded. In particular, an emerging perspective in science education requires designers to account for scientific inquiry in student...
Journal of Computer-Based Instruction Vol. 13, No. 3 (1986) pp. 88–93
This study examined the relationship between self-assessed understanding of lesson content and student performance on factual and inferential test questions among college undergraduate students. Analysis of the results showed little or no...
Educational Technology Research and Development Vol. 49, No. 4 (2001) pp. 5–32
This qualitative case study focused on the nature of science learning through open-ended problem solving with eighth graders. Discusses results of interviews and observation that suggested students only partially derived accurate mental models, and...
Journal of Educational Research Vol. 81, No. 1 (1987) pp. 48–53
This looks at studied the effects of cognitive and behavioral orienting activities and practice on learning of cued and uncued information by 54 ninth-grade students. Variables are orienting activity, student ability, content cueing, and practice....
Educational Technology Research and Development Vol. 40, No. 1 (1992) pp. 49–63
Reviews the evolution of instructional systems design and computer-based learning environments, focusing on the effects of technological advances. Classification of learning environments is discussed in the context of the dimensions of scope ...
Scaffolding Preservice Teachers' Higher-Order Reasoning During Technology Integration: A Design Research Inquiry
Journal of Technology and Teacher Education Vol. 21, No. 4 (October 2013) pp. 433–459
This study is part of an ongoing design research to scaffold preservice teachers’ higher-order reasoning while solving technology integration problems. Informed by previous iterations, we designed and examined progressively increasing scaffolds that ...
Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 229–251
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question...
The Effects of Orienting Activities and Cognitive Processing Time on Factual and Inferential Learning
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 35, No. 2 (1987) pp. 75–84
This study of undergraduate and graduate students enrolled in computer literacy courses focuses on the effects of orienting activities and varied cognitive processing times on learning facts and deriving inferences. Highlights include computer-based ...
The effects of cognitive and behavioral orienting activities and practice on student learning of cued and uncued information were examined in this study. The subjects were 54 grade 9 students (28 males and 26 females), who were classified as high or ...
Journal of Computing in Higher Education Vol. 17, No. 1 (September 2005) pp. 17–42
Scaffolding has proven an especially interesting and promising area for postsecondary teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments--especially those designed to...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1813–1816
During the past decade, a new paradigm—design-based research—has showed great potential as an alternative methodology suitable to both research and design of technology-enhanced learning environments (TELEs). On the other hand, TELE design theories...
Topics: Educational Technology
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 31, No. 2 (1983) pp. 103–9
Examines the effect that systematic loading of story presentations with criterion information has on recall of abstract and concrete prose. Results indicate oral plus picture presentations were most effective. Also, loading additional detail into...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3592–3595
Each of the following four thrusts is framed within evidence-based decision making; the thrusts are interdependent and converge on student learning, defining a focal point of impact reflected in the project goals, activities, and evaluation plan....
World Conference on Educational Media and Technology 2004 (2004) pp. 511–517
This paper implements grounded design practice by redesigning a Web-enhanced case-based learning environment for preservice teachers. Grounded design provides a methodology to design learning environments consistent with emerging learning and design ...
World Conference on Educational Media and Technology 2003 (2003) pp. 1447–1453
This paper critically advances web-enhanced scientific inquiry as a pivotal perspective in classroom learning. In contrast with traditional inquiry approaches that emphasize ritualized, procedural approaches to science, scientific inquiry provides a ...
Canadian Journal of Educational Communication Vol. 18, No. 3 (1989) pp. 167–79
Reviews traditional functions of interaction in computer-based instruction (CBI); describes quantitative and qualitative perspectives on interaction strategies; discusses design-centered and learner-centered interaction; and presents methods for...
Educational Communication and Technology: A Journal of Theory, Research, and Development Vol. 33, No. 4 (1985) pp. 235–47
Evaluates relevance of existing instructional research on computer-assisted instruction, programed instruction, instructional video, and instructional television to the study of interactive video; describes several assumptions about interactive...
Gender Similarities and Differences in Sixth Graders' Attitudes toward Computers: An Exploratory Study
Educational Technology Vol. 27, No. 1 (1987) pp. 37–42
Describes a study that examined the similarities and differences in computer related attitudes between sixth grade boys and girls of different mathematics achievement levels. Students' responses to questions about self-confidence in their computer...
Journal of Computer-Based Instruction Vol. 13, No. 4 (1986) pp. 134–39
This study examined effects of orienting activities, processing opportunity, and varied lesson access times on college students' learning from interactive video. While practice remains dominant influence in effectiveness of interactive video,...
Educational Technology Research and Development Vol. 57, No. 6 (December 2009) pp. 767–785
During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been...
This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university...
Journal of Educational Research Vol. 94, No. 2 (2000) pp. 75–92
Investigated middle school students' computer tool use in managing and manipulating Internet-based hypermedia resources, hypothesizing that tools would let students process hypermedia resources at higher levels to solve complex, open-ended questions....
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1378–1388
Situated, case-based approaches, featuring virtual teachers' activity and reasoning in university classrooms, may provide a viable alternative to immersive field-based apprenticeships. Despite widespread advocacy on situated teacher education,...
Educational Technology Vol. 28, No. 7 (1988) pp. 14–18
Guidelines presented for the design of instruction using interactive technologies are based on theory and research in learning, instruction, and/or media development. Also explained is a meta-model, ROPES, which highlights retrieval of information,...
Educational Technology Research and Development Vol. 43, No. 2 (1995) pp. 53–69
Examines the theoretical underpinnings of situation cognition and derives implications for the design of situated learning environments. Highlights include a discussion of the four basic issues of the conceptual framework of situation cognition;...
Educational Media International Vol. 45, No. 1 (March 2008) pp. 59–73
During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration...
The Effects of Group Composition on Achievement, Interaction, and Learning Efficiency during Computer-Based Cooperative Instruction
Educational Technology Research and Development Vol. 39, No. 3 (1991) pp. 27–40
Describes a study of sixth and seventh grade students that investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based...
Educational Technology Research and Development Vol. 58, No. 5 (October 2010) pp. 557–571
The American Psychological Association's "Learner-Centered Principles" provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers...
Educational Technology Research and Development Vol. 53, No. 4 (2005) pp. 5–24
During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design...
Journal of Teacher Education Vol. 60, No. 1 (2009) pp. 52–67
While video has long been used to capture micro teaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher self-reflection. Such ...
Educational Technology Research and Development Vol. 45, No. 3 (1997) pp. 43–55
The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem solving achievement, transfer, and attitude for fifth graders. Results suggest that rich mathematical instructional...
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 2 (March 2009) pp. 151–170
Recent work in case-based reasoning (CBR) reinforces the importance of situated learning, expert cases, and authentic tasks and activities for novice learners. As novices engage CBR environments, they apprentice in the experts' practices while...
Instructional Science: An International Journal of the Learning Sciences Vol. 22, No. 6 (1994) pp. 445–77
Considers several perspectives on interaction strategies for computer-aided learning; examines dimensions of interaction; and presents a model for the design of interaction strategies. Topics include pacing; navigation; mental processes; cognitive...
Annual Meeting of the American Educational Research Association 1998 (April 1998)
This study investigated patterns and effects of cognitive tools usage during engagement with an open-ended hypermedia learning environment. Seven technical institute students engaged in problem-solving tasks concerning anatomy and physiology. They...
Cooperative CBI: The Effects of Heterogeneous versus Homogeneous Grouping on the Learning of Progressively Complex Concepts
Journal of Educational Computing Research Vol. 4, No. 4 (1988) pp. 413–24
Describes study that compared the achievement of high and low ability eighth-grade students working cooperatively during computer-based instruction. Homogeneous and heterogeneous grouping based on ability are explained, posttest results are analyzed,...
Computers in Human Behavior Vol. 5, No. 3 (1989) pp. 155–65
Discusses the importance of screen design in computer-based instruction (CBI), and presents a framework for screen design decisions based on the ROPES (Retrieving, Orienting, Presenting, Encoding, and Sequencing) meta-model for instructional design. ...
Interactive Learning Environments Vol. 15, No. 1 (April 2007) pp. 27–46
Scaffolding has proven an especially interesting and promising area for supporting teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments. In this paper, we discuss how...
Educational Technology Research and Development Vol. 41, No. 3 (1993) pp. 63–85
Presents a framework for organizing research and theory in the areas of psychology, pedagogy, and technology as they relate to interactive multimedia; and derives principles and implications for the design of interactive multimedia. Highlights...
Evidence-based Medicine and the Promise of E-learning Technologies: A Vision for PDA-based Decision Support
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 2171–2174
In this era of managed care, physicians are continuously forced to reduce the time they spend with patients. During this limited encounter time, clinicians are challenged to diligently examine, assess, diagnose and treat patients. This challenge...
World Conference on Educational Media and Technology 2001 (2001) pp. 658–663
Two promising developments have emerged: 1) Electronic Performance Support Systems (EPSS); and 2) scaffolding approaches. The link between these developments, however, is relatively new. The purposes of this paper are to introduce EPSS design and...
Journal of Educational Research Vol. 85, No. 3 (1992) pp. 144–49
Study examined the impact of word processing on sixth graders' writing and revision skills. Students used pencil and paper or word processors, or both, to write and revise compositions. There were significant revision differences. Word processing...
An Academic Technology Initiative for Teacher Preparation Candidates: Implications for Pre-service Teacher Programs
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1343–1348
Schools of education are experiencing both increased pressure and support to prepare teacher candidates for the effective and innovative integration of technologies such as laptops to support student learning. The Academic Technology Initiative ...
Effects of Textual and Animated Orienting Activities and Practice on Learning from Computer-Based Instruction
Computers in the Schools Vol. 5, No. 1 (1988) pp. 77–89
Describes study designed to examine the effects of textual and/or computer animated orienting strategies and practice on rule-using and problem-solving skills of elementary school students using computer-assisted instruction. Four different versions ...
- Hannafin, Michael J. (55)
- Hannafin, Michael (30)
- Land, Susan M. (6)
- Hill, Janette R. (5)
- Hannafin, Kathleen (4)
- Hooper, Simon (4)
- Kim, Hyeonjin (4)
- Kim, Minchi (4)
- Kim, Minchi C. (4)
- Recesso, Arthur (4)