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  • × author_ss:"Jacobson, M.J."
  1. Jacobson, M.J.: Issues in hypertext and hypermedia research : toward a framework for linking theory-to-design (1994) 0.00 
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    Abstract
    Discusses research issues related to the utilization of cognitive learning and instructional theory to design technology-based learning environments such as hypertext and hypermedia. A Theory-To-Design framework is a sketch which considers 2 main roles for theory: theory construction and testing and prescriptive artifact design. Another component of the framework posits that technology based learning environments employing a particular theoretical perspective should link theory elements to specific design features. The Theory-To-Design framework is then used as the basis of an analysis of theoretical and design issues raised in a recent hypermedia research project
    Source
    Journal of educational multimedia and hypermedia. 3(1994) no.2, S.141-154
    Type
    a
  2. Jacobson, F.F.; Jacobson, M.J.: Representative cognitive learning theories and BI : a case study of end user searching (1993) 0.00 
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    Abstract
    To be successful at online searching, students must be able to apply the concepts and skills learned in the classroom to a variety of complex products and search conditions. Examines an online searching instructional programme for high school seniors from the perspective of several cognitive learning theories, and proposes a synthesized approach to applying learning theory to bibliographic instruction
    Source
    Research strategies. 11(1993) no.3, S.124-137
    Type
    a
  3. Jacobson, M.J.: Learning with hypertext learning environments : theory, design, and research (1996) 0.00 
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    Abstract
    Reports on a study into the acquisition and transfer of complex knowledge using a conceptually indexed hypertext learning environment based on recent cognitive theory and research. It employed 2 differently structured hypertext thematic criss-crossing (TCC) treatments, Guided TCC and Learner Selected TCC, that demonstrated interrelationships between abstract conceptual and case specific knowledge components in the hypertext materials. Results suggest that students need explicit modelling and scaffolding support in order to learn complex knowledge from a case-based, conceptually indexed hypertext learning environment
    Source
    Journal of educational multimedia and hypermedia. 5(1996) nos.3/4, S.239-281
    Type
    a
  4. Jacobson, M.J.: Learning with hypertext learning environments : theory, design, and research (1995) 0.00 
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    Abstract
    Gives an overview of the cognitive flexibility and situated action theoretical perspectives. Discusses how beliefs learners hold about the nature of learning and the structure of knowledge have been found to influence learning in general and learning with hypertext in particular. Reports on a study into acquisition and transfer of complex knowledge after using a conceptually-indexed hypertext learning environment based on recent theory and research
    Source
    Journal of educational multimedia and hypermedia. 4(1995) no.4, S.321-364
    Type
    a

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