This book provides contemporary examples of the ways in which educators can use digital technologies to create effective learning environments that support improved learning and instruction. These exa
This book provides contemporary examples of the ways in which educators can use digital technologies to create effective learning environments that support improved learning and instruction. These exa
This monograph integrates theoretical perspectives on affect and learning with recent research in affective computing with an emphasis on building new learning technologies. The "new perspectives" com
The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to sup
Affective Prospecting integrates theoretical perspectives on learning with recent research in affective computing. These new perspectives are based on new research on emotion, cognition, and motivatio
The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to sup
In 1991, Denis Hlynka and John Belland released Paradigms Regained, a well received reader for graduate students in the field of educational technology. The Role of Criticism in Understanding Problem
This book analyzes the nature and requirements of workplace e-learning based on relevant theories such as adult learning, community of practice, organizational learning, and the systems thinking. By i
The provision of online learning is increasing almost exponentially, with both established and emerging educational institutions creating new and revised courses to meet the needs of students demandin
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is
Taking the area of instructional practice as their principle object of study, the authors eschew the conventional primacy of pedagogical theory over practice. The chapters then explore the role theori
