Handbook of Research on Educational

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies.The new edition is organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition. More Comprehensive ' Topical coverage has been expanded from 41 to 56 chapters and includes many more chapters on technology than in previous editions. Restructured Chapters ' This edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies. More International ' More than 20% of the contributing authors and one of the volume editors are non-American. Theoretical Focus' Part I provides expanded, cross-disciplinary theoretical coverage. Methodological Focus ' An extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus ' Another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and design-based research methods. This handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

Historical Foundations	p. 3
Theoretical Foundations	p. 21
Complexity Theory	p. 29
Experiential Perspectives	p. 33
Empirical Perspectives on Memory and Motivation	p. 39
Contextualistic Perspectives	p. 55
Philosophical Perspectives	p. 67
Representation Strategies	p. 85
Strategies for Designing Embodied Curriculum	p. 97
Generative Learning: Principles and Implications for Making Meaning	p. 111
Feedback Strategies for Interactive Learning Tasks	p. 125
Technology-Enhanced Support Strategies for Inquiry Learning	p. 145
A Distributed Perspective on Collaborative Activity	p. 163
Prescriptive Principles for Instructional Design	p. 173
Programmed Technologies	p. 187
Educational Hypertext	p. 199
Computer-Mediated Technologies	p. 211
Computer-Mediated Communications Technologies	p. 225
K-12 Library Media Centers	p. 233
Technology-Based Knowledge Systems	p. 241
Flexible Learning and the Architecture of Learning Places	p. 251
Enabling Time, Pace, and Place Independence	p. 259
Blended Learning Environments	p. 269
Adaptive Technologies	p. 277
Generational Differences	p. 295
Technologies Linking Learning, Cognition, and Instruction	p. 305
Synthetic Learning Environments	p. 317
Modeling Technologies	p. 329
The Learning Objects Literature	p. 345
Open Source and Open Standards	p. 355
Human Cognitive Architecture	p. 369
Outcome-Referenced, Conditions-Based Theories and Models	p. 383
Cooperation and the Use of Technology	p. 401
The Cognitive Apprenticeship Model in Educational Practice	p. 425
Whole-Task Models in Education	p. 441
Model-Facilitated Learning	p. 457
Adaptive Instructional Systems	p. 469
Problem-Based Learning	p. 485
Behavioral, Cognitive, and Technological Approaches to Performance Improvement	p. 507
Resource-Based Learning	p. 525
Instructional Models in Domains and Professions	p. 537
Competencies for the New-Age Instructional Designer	p. 569
Cognitive Task Analysis	p. 577
Design and Validation of Technology-Based Performance Assessments	p. 595
Models and Methods for Evaluation	p. 605
Change Agentry	p. 619
Design Languages	p. 633
The Social Consequences of Design and Development Teams	p. 647
User-Centered Design and Development	p. 659
Tools for Design and Development of Online Instruction	p. 671
Artifacts as Tools in the Design Process	p. 685
Systems Design for Change in Education and Training	p. 691
Theory Development	p. 705
Research Designs	p. 715
Data Collection and Analysis	p. 763
Foundations for the Future	p. 807
Glossary of Terms	p. 817
Author Index	p. 829
Subject Index	p. 865
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Handbook of Research on Educational Communications and Technology

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