Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II
Educational Technology Research and Development Volume 37, Number 2,
These two articles discuss the contributions of behavioral and cognitive psychology to the design of computer-based instruction (CBI) and describe an integrated meta-model for use with instructional systems design (ISD) called ROPES + (Retrieving, Orienting, Presenting, Encoding, and Sequencing). Highlights include motivation, information processing, and knowledge representation. (149 references) (LRW)
Hannafin, M.J. & Rieber, L.P. (1989). Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II. Educational Technology Research and Development, 37(2), 91-114.
Cited ByView References & Citations Map
Doris Lee, Pennsylvania State University Great Valley Graduate Center
Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 582–584
Joseph Luca & Mark McMahon, Edith Cowan University, Australia
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3356–3361
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.