Download or read book Effects of Knowledge of Cognition Cues and Regulation of Cognition Cues on Learner Performance when Embedded Within an Internet based Learning Module written by Kevin C. Moore and published by . This book was released on 1999 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Knowledge of Cognition Cues and Regulation of Condition Cues on Learner Performance when Embedded Within an Internet based Learning Module written by Kevin C. Moore and published by . This book was released on 1999 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Embedded Metacognitive Cues and Probes on Use of Learner Control Features in an On line Lesson for Elementary Students written by John B. Watson and published by . This book was released on 2001 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Technology Enhanced Learning and Cognition written by Itiel E. Dror and published by John Benjamins Publishing. This book was released on 2011 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: The use of technology in learning has increased dramatically. Training and education is now utilizing and almost integrated with the World Wide Web, podcasts, mobile and distant learning, interactive videos, serious games, and a whole range of e-learning. However, has such technology enhanced learning been effective? And how can it better serve training and education?E-learning must be 'brain friendly', so it optimizes learning to the cognitive architecture of the learners. If technology enhanced learning promotes the formation of effective mental representations and works with the human cognitive system, then the learners will not only be able to acquire information more efficiently, but they will also remember it better and use it. Technology should not be the driving force in shaping e-learning, but rather how that technology can better serve the cognitive system. This volume, originally published as a special issue of Pragmatics & Cognition 16:2 (2008) and partly in Pragmatics & Cognition 17:1 (2009), explores the research frontiers in cognition and learning technology. It provides important theoretical insights into these issues, as well as very practical implications of how to make e-learning more brain friendly and effective.

Download or read book The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility Based Computer Learning Environment written by and published by . This book was released on 1998 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inert knowledge is typically produced in learning environments that simplify content and context. Several theories and methods exist to establish learning environments that overcome the negative effects of inert knowledge. This study examined the effects of combining three instructional approaches on knowledge acquisition by advanced learners in a computer-based learning environment. This study used a 2 X 2 experimental design. The two independent variables were program version and method of instruction. Two qualitatively different computer programs were used: a base program developed according to cognitive flexibility theory (CFT) and a generative program containing embedded generative learning strategies (explanation and summary cues). Students completed these programs either individually or collaboratively. One hundred and thirty-two second-year medical students participated in the study. The two treatment variables were randomly assigned to the students. Students received computer diskettes that permitted access to the computer module, "Handling Transfusion Hazards," and were given instructions on how, when, and where to complete the program. The computer program consisted of an orientation section, a pretest, a learning phase, and a posttest. The pretest and posttest consisted of the same three clinical transfusion cases; the learning phase contained six cases. One hundred and one students were included in the final analysis. Analysis of covariance was used to test for the presence of main effects or an interaction. The ANCOVA yielded a significant main effect (p=.008) on posttest performance for the version of program treatment variable. No significant differences in achievement were found for method of instruction, nor was an interaction present between the two treatment variables. This research suggests that advanced learners did not benefit equally from the two computer programs.

Download or read book The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility Based Computer Learning Environment written by John Higgs and published by . This book was released on 1998 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inert knowledge is typically produced in learning environments that simplify content and context. Several theories and methods exist to establish learning environments that overcome the negative effects of inert knowledge. This study examined the effects of combining three instructional approaches on knowledge acquisition by advanced learners in a computer-based learning environment. This study used a 2 X 2 experimental design. The two independent variables were program version and method of instruction. Two qualitatively different computer programs were used: a base program developed according to cognitive flexibility theory (CFT) and a generative program containing embedded generative learning strategies (explanation and summary cues). Students completed these programs either individually or collaboratively. One hundred and thirty-two second-year medical students participated in the study. The two treatment variables were randomly assigned to the students. Students received computer diskettes that permitted access to the computer module, "Handling Transfusion Hazards," and were given instructions on how, when, and where to complete the program. The computer program consisted of an orientation section, a pretest, a learning phase, and a posttest. The pretest and posttest consisted of the same three clinical transfusion cases; the learning phase contained six cases. One hundred and one students were included in the final analysis. Analysis of covariance was used to test for the presence of main effects or an interaction. The ANCOVA yielded a significant main effect (p=.008) on posttest performance for the version of program treatment variable. No significant differences in achievement were found for method of instruction, nor was an interaction present between the two treatment variables. This research suggests that advanced learners did not benefit equally from the two computer programs.

Download or read book Cognitive Effects of Multimedia Learning written by Zheng, Robert Z. and published by IGI Global. This book was released on 2008-12-31 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.

Download or read book Handbook of Research on Educational Communications and Technology written by David H. Jonassen and published by Taylor & Francis. This book was released on 2004 with total page 1195 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.

Download or read book The Cambridge Handbook of Cognition and Education written by John Dunlosky and published by Cambridge University Press. This book was released on 2019-02-07 with total page 1130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.

Download or read book Handbook of Research for Educational Communications and Technology written by David Jonassen and published by Routledge. This book was released on 2003-12-08 with total page 1195 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book The Effects of Embedded Metacognitive Cues on Learning During Cooperative Computer based Instruction written by Sandra Clapp Williamson and published by . This book was released on 2001 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self regulated Learning written by Dale H. Schunk and published by Guilford Press. This book was released on 1998-03-20 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about.

Download or read book New Science of Learning written by Myint Swe Khine and published by Springer Science & Business Media. This book was released on 2010-06-16 with total page 623 pages. Available in PDF, EPUB and Kindle. Book excerpt: The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.