Search (252 results, page 2 of 13)

  • × theme_ss:"Computer Based Training"
  • × type_ss:"a"
  1. Turner, A.: Computer-assisted-instruction in academic libraries (1990) 0.00 
    0.003827074 = product of:
  0.007654148 = sum of:
    0.007654148 = product of:
      0.015308296 = sum of:
        0.015308296 = weight(_text_:a in 2979) [ClassicSimilarity], result of:
          0.015308296 = score(doc=2979,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.28826174 = fieldWeight in 2979, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.125 = fieldNorm(doc=2979)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  2. Culkin, P.B.: Computer based public access systems : a forum for library instruction (1980) 0.00 
    0.003827074 = product of:
  0.007654148 = sum of:
    0.007654148 = product of:
      0.015308296 = sum of:
        0.015308296 = weight(_text_:a in 506) [ClassicSimilarity], result of:
          0.015308296 = score(doc=506,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.28826174 = fieldWeight in 506, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.125 = fieldNorm(doc=506)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  3. Steeples, C.: ¬A computer-mediated learning enviroment for adult learners : supporting collaboration and self-direction (1993) 0.00 
    0.0037819599 = product of:
  0.0075639198 = sum of:
    0.0075639198 = product of:
      0.0151278395 = sum of:
        0.0151278395 = weight(_text_:a in 514) [ClassicSimilarity], result of:
          0.0151278395 = score(doc=514,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.28486365 = fieldWeight in 514, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=514)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Describes a hypermedia system structured as knowledge construction tools for supporting knowledge construction activities and the required intellectual processes. Describes JITOL, a powerful computer mediated communication environment to support distance learning. The system supports communal access and contribution to a hypermedia knowledge base
    Type
    a
  4. Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995) 0.00 
    0.0035799001 = product of:
  0.0071598003 = sum of:
    0.0071598003 = product of:
      0.014319601 = sum of:
        0.014319601 = weight(_text_:a in 4789) [ClassicSimilarity], result of:
          0.014319601 = score(doc=4789,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.26964417 = fieldWeight in 4789, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=4789)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Outlines a systematic instructional design model for developing a multimedia computer assisted instruction (CAI) courseware. The model illustrates roles and tasks as 2 dimensions necessary in a CAI production teamwork. Presents 4 major components of the process: analysis; design, development; and revision and evaluation. Identifies 8 roles that go with each component skills. Concludes that the model will be usefull in serving as a framework for developing a multimedia CAI courseware for rducators, instructional designers and CAI industry developers
    Type
    a
  5. Lawson, V.L.: Using a computer-assisted-instruction program to replace the traditional library tour : an experimental study (1989) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 6668) [ClassicSimilarity], result of:
          0.01339476 = score(doc=6668,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 6668, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.109375 = fieldNorm(doc=6668)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  6. Palmeter, S.; Elkerton, J.; Baggett, P.: Animated demonstrations vs written instructions for learning procedural tasks : a preliminary investigation (1991) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 7563) [ClassicSimilarity], result of:
          0.01339476 = score(doc=7563,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 7563, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.109375 = fieldNorm(doc=7563)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  7. Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 840) [ClassicSimilarity], result of:
          0.01339476 = score(doc=840,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 840, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.109375 = fieldNorm(doc=840)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  8. Arruarte, A.; Fernandez-Castro, I.; Greer, J.: ¬The CLAI model : a cognitive theory of instruction to guide ITS development (1996) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 45) [ClassicSimilarity], result of:
          0.01339476 = score(doc=45,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 45, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=45)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Presents a pragmatic cognitive theory of instruction, the CLAI model (Cognitive Learning from Automated Instruction), which is intended to be a theory practically useful for developing real instructional systems. Defines learning from a cognitive perspective as well as a generation view of learning from instruction, and in particular from automatic instruction. Sets out different instructional theories relating cognitive processes and instructional events, and the CLAI model of instruction for intelligent tutoring systems (ITS). Illustrates a practical approach for ITS development and gives an example of integration of the model inside an automated tutor architecture
    Type
    a
  9. Blazic, B.J.; Law, E.L.-C.; Arh, T.: ¬An assessment of the usability of an Internet-based education system in a cross-cultural environment : the case of the Interreg Crossborder Program in Central Europe (2007) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 1267) [ClassicSimilarity], result of:
          0.01339476 = score(doc=1267,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 1267, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1267)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    In this article, we assess the usability in an Internet-based system for e-learning in a cross-cultural environment. The context of the evaluation and testing was a training program launched with the intention of introducing and promoting a new way of learning about and understanding the emerging technologies in regions with a low educational level and a high unemployment rate. The aim of the study was to assess the usability of the e-learning system with different methods and approaches to get a good assessment of its learnability and applicability in various circumstances.
    Type
    a
  10. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 673) [ClassicSimilarity], result of:
          0.01339476 = score(doc=673,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 673, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=673)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.
    Type
    a
  11. Devadason, F.J.; Devadason, R.: TEPACIS: a teaching package on CDS/ISIS (1994) 0.00 
    0.0033143433 = product of:
  0.0066286866 = sum of:
    0.0066286866 = product of:
      0.013257373 = sum of:
        0.013257373 = weight(_text_:a in 1082) [ClassicSimilarity], result of:
          0.013257373 = score(doc=1082,freq=12.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.24964198 = fieldWeight in 1082, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=1082)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    TEPACIS is a computer assisted instruction package on CDS/ISIS which simulates the running of CDS/ISIS by allowing and accepting keyboard input of command codes and data. It is divided into 16 chapters, each presenting background information and guiding the learner to interact with CDS/ISIS in a simulated environment. TEPACIS includes enough background information on database formats, steps ind esigning a database, inverted index files, and so on, to make it useful to those interested in bibliographic databases in general. A second part, dealing with more advanced features of the software, is being developed
    Type
    a
  12. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
    0.0033143433 = product of:
  0.0066286866 = sum of:
    0.0066286866 = product of:
      0.013257373 = sum of:
        0.013257373 = weight(_text_:a in 4356) [ClassicSimilarity], result of:
          0.013257373 = score(doc=4356,freq=48.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.24964198 = fieldWeight in 4356, product of:
              6.928203 = tf(freq=48.0), with freq of:
                48.0 = termFreq=48.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=4356)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
    Type
    a
  13. Freeman, H.; Rouse, R.; Hilton, A.: Making the most of electronic databases : computer based tutorials for CD-ROM network (1995) 0.00 
    0.0031324127 = product of:
  0.0062648254 = sum of:
    0.0062648254 = product of:
      0.012529651 = sum of:
        0.012529651 = weight(_text_:a in 4092) [ClassicSimilarity], result of:
          0.012529651 = score(doc=4092,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.23593865 = fieldWeight in 4092, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=4092)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The library at De Montfort University, UK, has an established reputation for user education and support through its academic and subject librarians. Because the new technologies of CD-ROM, online databases and computer networks were being inefficiently used by students, the Student Learning Development Centre developed a brief for a tutorial package that would enable students to develop quality search strategies and skills for electronically sourced information. Describes the product, a mixed media package consisting of a computer based tutorial and a paper based workbook, and discusses the development of the CD-ROM network
    Type
    a
  14. Large, A.: Hypertext instructional programs and learner control : a research review (1996) 0.00 
    0.0031324127 = product of:
  0.0062648254 = sum of:
    0.0062648254 = product of:
      0.012529651 = sum of:
        0.012529651 = weight(_text_:a in 5425) [ClassicSimilarity], result of:
          0.012529651 = score(doc=5425,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.23593865 = fieldWeight in 5425, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5425)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can exchange a linear progression for a more individualised exploration of the material. When designing instructional hypertext prgrammes, decisions must be taken on the degree of learner control rather than programme control. Learner control gives to the individual learner a control over the learning strategy; programme control imposes upon the learner, to some degree at least, that strategy. Discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control
    Type
    a
  15. Hansen, E.J.: Interactive video for reflection : learning theory and a new use of the medium (1994) 0.00 
    0.0030255679 = product of:
  0.0060511357 = sum of:
    0.0060511357 = product of:
      0.012102271 = sum of:
        0.012102271 = weight(_text_:a in 1988) [ClassicSimilarity], result of:
          0.012102271 = score(doc=1988,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.22789092 = fieldWeight in 1988, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=1988)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Interactive video's uses in the areas of psychological skills training has so far been unsuccessful. Discusses the nature of interactive video and its 2 most common instructional approaches. Describes a new model for the acqusisition of complex interpersonal skills. Outlines principles for a different approach to interactive video that might help the medium play a significant role in the teaching or prefessional interpersonal skills
    Type
    a
  16. Leach, B.: Computer-based CD-ROM tutorials : providing effective on-demand instruction (1993) 0.00 
    0.0030255679 = product of:
  0.0060511357 = sum of:
    0.0060511357 = product of:
      0.012102271 = sum of:
        0.012102271 = weight(_text_:a in 509) [ClassicSimilarity], result of:
          0.012102271 = score(doc=509,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.22789092 = fieldWeight in 509, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=509)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Describes the work performed at Ohio State Univ., Biological Sciences Library, to develop a computer based user training tutorial to provide on demand instruction for student users of the CD-ROM databases: Aquatic Sciences and Fisheries Abstracts and Life Sciences Collection. Reports results of a survey performed to evaluate the tutorial indicating that it has been a success in the circumstances in which is was used. Although not an appropriate instructional tool for all students, it has proved a valuable addition to the library's CD-ROM instruction programme
    Type
    a
  17. Search, P.: HyperGlyphs: using design and language to define hypermedia navigation (1993) 0.00 
    0.0030255679 = product of:
  0.0060511357 = sum of:
    0.0060511357 = product of:
      0.012102271 = sum of:
        0.012102271 = weight(_text_:a in 513) [ClassicSimilarity], result of:
          0.012102271 = score(doc=513,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.22789092 = fieldWeight in 513, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0625 = fieldNorm(doc=513)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Describes a method for navigating and learning from a complex, content-based hypermedia system. Employs HyperGlyphs a semiotically-relevant graphics for depicting information in the knowledge base. The interface in any system needs to rationally support the task being performed by providng access to system functionality in a logical simple way
    Type
    a
  18. Quinn, C.N.; Boesen, M.; Kedziar, D.: Designing multimedia environments for thinking skill practices (1993) 0.00 
    0.0029294936 = product of:
  0.005858987 = sum of:
    0.005858987 = product of:
      0.011717974 = sum of:
        0.011717974 = weight(_text_:a in 8029) [ClassicSimilarity], result of:
          0.011717974 = score(doc=8029,freq=6.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.22065444 = fieldWeight in 8029, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=8029)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Describes a story-based, complex content learning environment that provides generative support. Describes a system based on the story method in the form of interactive, reader-controlled adventure games. The system enables learners to not only control the characters but also to manipulate the objects in the story
    Type
    a
  19. Ramaiah, C.K.: Is hypertext a more flexible tool for education? (1992) 0.00 
    0.0029294936 = product of:
  0.005858987 = sum of:
    0.005858987 = product of:
      0.011717974 = sum of:
        0.011717974 = weight(_text_:a in 620) [ClassicSimilarity], result of:
          0.011717974 = score(doc=620,freq=6.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.22065444 = fieldWeight in 620, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.078125 = fieldNorm(doc=620)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Reviews briefly hypertext techniques in information handling and retrieval and defines its salient features. Focuses on its strengths and weaknesses as a teaching tool and its potential impact on education
    Type
    a
  20. Jacobson, M.J.: Issues in hypertext and hypermedia research : toward a framework for linking theory-to-design (1994) 0.00 
    0.0029000505 = product of:
  0.005800101 = sum of:
    0.005800101 = product of:
      0.011600202 = sum of:
        0.011600202 = weight(_text_:a in 796) [ClassicSimilarity], result of:
          0.011600202 = score(doc=796,freq=12.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.21843673 = fieldWeight in 796, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=796)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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
    Type
    a

Authors

Years

Languages

  • e 166
  • d 86

Themes