Book Review of Design of Technology-Enhanced Learning: Integrating Research and Practice

Marguerite Koole

Abstract


Book Review of Design of Technology-Enhanced Learning: Integrating Research and Practice

Keywords


book review; instructional design; research; technology-enhanced learning; TEL

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References


Clark, R. E. (1994). Media will never influence learning. Educational Technology, Research and Development, 42(2), 21. doi:10.1007/BF02299088

Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E. Cameron, L., Badilescu-Buga, E., Bower, M. (2012). The Larnaca declaration on learning design. Journal of Interactive Media in Education, 1(7), 1–24. doi:10.5334/jime.407/

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), pp. 7-23 doi:10.1080/08923640109527071

Jones, C. (2015). Networked learning: An educational paradigm for the age of digital networks. (V. Hodgson & D. McConnell, Eds.). New York, NY: Springer International Publishing. Retrieved from https://www.springer.com/gb/book/9783319019338#aboutBook

Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology, Research and Development, 42(2), 7. doi:10.1007/BF02299087

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x

Parchoma, G. (2011). Chapter 4: Toward diversity in researching, teaching and technology philosophies-in-practice. In B. K. Daniel (Ed.), Handbook of research on methods and techniques for studying virtual communities:Paradigms and phenomena (pp. 61–86). Hershey, PA: IGI Global. doi:10.4018/978-1-60960-040-2.ch004




DOI: http://dx.doi.org/10.21432/cjlt27808

Copyright (c) 2018 Marguerite Koole

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