David H Jonassen
Datos Biográficos
| ID | 2821945 |
|---|---|
| NOMBRE | David H Jonassen |
| NOMBRES | David H |
| APELLIDO | Jonassen |
| FIRMA | JONASSEN D H |
| AFILIACIONES | Pennsylvania State University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 60 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1981 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2009 |
| ÍNDICE H | 3 |
Learning to Solve Problems
Learning to Solve Problems: An Instructional Design Guide." Gifted and Talented International, 24(2), pp. 153–154
Handbook of Research on Educational Communications and Technology
pointers to exemplary work that has implications for research in educational communications and technology.This part of the Handbook consists of seven chapters covering: (1) historical foundations, (2) theoretical foundations, (3) complexity theory, (4) experiential perspectives, (5) empirical perspectives, (6) contextualistic perspectives, and (7) philosophical perspectives.
All Problems are Not Equal
Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that provide the focus for PBL. In this paper, we articulate a model for evaluating problem difficulty. Problem …
Read the bottom line
Toward a design theory of problem solving
Activity theory as a framework for designing constructivist learning environments
Computers as mindtools for engaging learners in critical thinking
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Constructivism and computer‐mediated communication in distance education
The fields of learning theory and instructional design are in the midst of a scientific revolution in which their objectivist philosophical foundations are being replaced by a constructivist epistemology. This article describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance.
Objectivism versus constructivism
Learning from television
(1981). Learning from television: What are the limits? Peabody Journal of Education: Vol. 58, No. 4, pp. 242-250
Toward a design theory of problem solving
All Problems are Not Equal
Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that provide the focus for PBL. In this paper, we articulate a model for evaluating problem difficulty. Problem …
Computers as mindtools for engaging learners in critical thinking
Learning from television
(1981). Learning from television: What are the limits? Peabody Journal of Education: Vol. 58, No. 4, pp. 242-250
Objectivism versus constructivism
Constructivism and computer‐mediated communication in distance education
The fields of learning theory and instructional design are in the midst of a scientific revolution in which their objectivist philosophical foundations are being replaced by a constructivist epistemology. This article describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and then describes instructional systems that can support constructive learning at a distance.
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Computers as mindtools for engaging learners in critical thinking
Activity theory as a framework for designing constructivist learning environments
Toward a design theory of problem solving
Read the bottom line
Handbook of Research on Educational Communications and Technology
pointers to exemplary work that has implications for research in educational communications and technology.This part of the Handbook consists of seven chapters covering: (1) historical foundations, (2) theoretical foundations, (3) complexity theory, (4) experiential perspectives, (5) empirical perspectives, (6) contextualistic perspectives, and (7) philosophical perspectives.
All Problems are Not Equal
Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that provide the focus for PBL. In this paper, we articulate a model for evaluating problem difficulty. Problem …
Learning to Solve Problems
Learning to Solve Problems: An Instructional Design Guide." Gifted and Talented International, 24(2), pp. 153–154
Psychology (8 obras) · Innovative Teaching and Learning Methods (7 obras) · Mathematics education (7 obras) · Computer Science (6 obras) · Online and Blended Learning (5 obras) · Education and Critical Thinking Development (4 obras) · Constructivist teaching methods (3 obras) · Educational technology (3 obras) · Engineering (3 obras) · Epistemology (3 obras)