John M Keller
Biographic Data
| ID | 3907464 |
|---|---|
| NAME | John M Keller |
| GIVEN NAMES | John M |
| FAMILY NAME | Keller |
| SIGNATURE | KELLER J M |
| AFFILIATIONS | Syracuse University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 0 |
Motivational Design for Learning and Performance
Five Fundamental Requirements for Motivation and Volition in Technology-Assisted Distributed Learning Environments
First principles of motivation to learn and e 3 ‐learning
Technology‐assisted learning systems are being developed at ever increasing rates, and the labels applied to such systems are growing with them. For example, not only do we have e‐learning, but we also have hybrid learning, online learning, and mobile learning (m‐learning), to mention only a few. Considering that technology is being incorporated in virtually all courses, this article uses the single term e3‐learning, as introduced by Spector and …
Development and use of the ARCS model of instructional design
Relationship between Psychosocial Maturity and Performance in a Self-Paced Course
Erik Erikson's concept of psychosocial maturity assessed by scores on the Inventory of Psychosocial Development, was related to performance indices in a self-paced course. A significant inverse relationship was found between psychosocial maturity and the number of pauses as well as the number of weeks of no examination providing some evidence for the construct validity of the Inventory of Psychosocial Development
No prominent works on this page.
Relationship between Psychosocial Maturity and Performance in a Self-Paced Course
Erik Erikson's concept of psychosocial maturity assessed by scores on the Inventory of Psychosocial Development, was related to performance indices in a self-paced course. A significant inverse relationship was found between psychosocial maturity and the number of pauses as well as the number of weeks of no examination providing some evidence for the construct validity of the Inventory of Psychosocial Development
Development and use of the ARCS model of instructional design
First principles of motivation to learn and e 3 ‐learning
Technology‐assisted learning systems are being developed at ever increasing rates, and the labels applied to such systems are growing with them. For example, not only do we have e‐learning, but we also have hybrid learning, online learning, and mobile learning (m‐learning), to mention only a few. Considering that technology is being incorporated in virtually all courses, this article uses the single term e3‐learning, as introduced by Spector and …
Motivational Design for Learning and Performance
Five Fundamental Requirements for Motivation and Volition in Technology-Assisted Distributed Learning Environments
Psychology (5 works) · Computer Science (4 works) · Innovative Teaching and Learning Methods (3 works) · Online and Blended Learning (3 works) · Engineering (2 works) · Knowledge management (2 works) · Management science (2 works) · Mathematics education (2 works) · Process (computing) (2 works) · Artificial Intelligence (1 work)