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Abrahamson, Dor; Kapur, Manu – Instructional Science: An International Journal of the Learning Sciences, 2018
Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based…
Descriptors: Discovery Learning, Educational Research, Instructional Design, Educational Philosophy
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Fischer, Frank – Instructional Science: An International Journal of the Learning Sciences, 2018
Research on learning communities has developed as a perspective radically different from teacher-led instruction. This might be a main reason for why scaffolding is rarely foregrounded in work on learning communities. This contribution analyzes how four recent approaches to learning communities address scaffolding and identifies three different…
Descriptors: Communities of Practice, Scaffolding (Teaching Technique), Correlation, Cooperative Learning
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Trninic, Dragan; Swanson, Hillary; Kapur, Manu – Instructional Science: An International Journal of the Learning Sciences, 2018
"Community" has become a commonplace term in the learning sciences. Alongside this popularization comes the view that communities are, in general, something to strive towards. We draw on contemporary trends to problematize this assumption and motivate a discussion for the productivity of dissent.
Descriptors: Dissent, Cooperative Learning, Community, Productivity
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Hod, Yotam; Bielaczyc, Katerine; Ben-Zvi, Dani – Instructional Science: An International Journal of the Learning Sciences, 2018
Research on learning communities has been largely influenced by the sociocultural turn in educational scholarship approximately three decades ago. Here, we present a wider history of research and practice on learning communities as we revisit this highly generative and central topic in the learning sciences. Using this to frame our perspective, we…
Descriptors: Cooperative Learning, Educational Research, Educational Innovation, Futures (of Society)
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Boshuizen, H. P. A. – Instructional Science: An International Journal of the Learning Sciences, 2016
At an abstract level, teaching a class can be perceived as one big regulation problem. For an optimal result, teachers must continuously (re)align their goals and sub-goals, and need to get timely and valid information on how they are doing in reaching these goals. This discussion describes the specific difficulties due to the time characteristics…
Descriptors: Teaching (Occupation), Teaching Conditions, Educational Objectives, Classroom Environment
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Kali, Yael; McKenney, Susan; Sagy, Ornit – Instructional Science: An International Journal of the Learning Sciences, 2015
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…
Descriptors: Teacher Role, Technology Uses in Education, Educational Technology, Instructional Design
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Helle, Laura; Saljo, Roger – Instructional Science: An International Journal of the Learning Sciences, 2012
Medical education has pioneered educational innovation in higher education as exemplified by the problem-based learning (PBL) movement. A multitude of reviews and meta-analyses indicate that the PBL movement has been successful in many ways. Innovations in medical education, however, are not limited to curricular reform and interactive…
Descriptors: Medical Education, Educational Innovation, Computer Uses in Education, Computer Simulation
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Howard, Craig D. – Instructional Science: An International Journal of the Learning Sciences, 2012
This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated communication (CMC). It is applicable to learning at multiple levels of communicative proficiency and aims to heighten awareness, the understanding of the impact of media configurations, the role of cultures and social…
Descriptors: Computer Mediated Communication, Communication Skills, Instructional Design, Teaching Methods
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Stelma, Juup – Instructional Science: An International Journal of the Learning Sciences, 2011
This paper presents an ecological model of developing researcher competence, with a particular focus on doctoral students' use of research software. The model extends on theoretical work done by Young et al. ("Instructional Science 30"(1): 47-63, 2002), modelling the intentional dynamics of technological learning contexts. The development of the…
Descriptors: Electronic Learning, Doctoral Programs, Computer Software, Educational Technology
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Scheiter, Katharina; Gerjets, Peter – Instructional Science: An International Journal of the Learning Sciences, 2010
Animations have become a ubiquitous component of computer-based instruction. Despite their widespread use, however, the evidence concerning their effects on learning is rather ambiguous, suggesting that one needs to have a closer look at the conditions under which animations will aid learning. Accordingly, three sets of moderating variables were…
Descriptors: Animation, Computer Assisted Instruction, Student Motivation, Educational Environment
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de Jong, Ton – Instructional Science: An International Journal of the Learning Sciences, 2010
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems…
Descriptors: Instructional Design, Educational Research, Short Term Memory, Instructional Systems
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Svensson, Lennart; Anderberg, Elsie; Alvegard, Christer; Johansson, Thorsten – Instructional Science: An International Journal of the Learning Sciences, 2009
Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students' use of the…
Descriptors: Language Usage, Educational Research, Context Effect, Definitions
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Harris, Karen R.; Santangelo, Tanya; Graham, Steve – Instructional Science: An International Journal of the Learning Sciences, 2008
In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic…
Descriptors: Guidance, Writing Instruction, Teaching Methods, Educational Environment
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Pavlik, Philip I., Jr. – Instructional Science: An International Journal of the Learning Sciences, 2007
Two different methods of practice are available in the learning of simple information, test practice or study practice. Of these two methods of learning, research has generally shown that test practice is superior to study practice. However, this research has not considered the testing advantage with respect to the fact that test learning is…
Descriptors: Testing, Cognitive Psychology, Mnemonics, Recall (Psychology)
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Kim, Beaumie; Reeves, Thomas C. – Instructional Science: An International Journal of the Learning Sciences, 2007
Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on cognitive tools through the lens of the theories of distributed cognition and expertise. The learner,…
Descriptors: Research and Development, Computer Assisted Instruction, Learning Activities, Performance Based Assessment
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