Transitions in the Theoretical Foundation of Instructional Design-Reference-Cited by-同舟云学术

Transitions in the Theoretical Foundation of Instructional Design

Published:1993 Issue: Volume: Page:213-229
ISSN:
Container-title:Designing Environments for Constructive Learning
language:
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Author:

Lowyck Joost,Elen Jan

Publisher

Springer Berlin Heidelberg

Link

http://link.springer.com/content/pdf/10.1007/978-3-642-78069-1_11.pdf

Reference66 articles.

1. Andrews, D.H. & Goodson, L.A. (1981). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2–16.

2. Baker, E.L., Atwood, N.K., & Duffy, T.M. (1988). Cognitive approaches to assessing the readability of text. In A. Davison, & G.M. Green (Eds.), Linguistic complexity and text comprehension. Readability issues reconsidered. Hillsdale, N.J.: Lawrence Erlbaum Associates, p. 55–83.

3. Bednar, A.K., Cunningham, D., Duffy, T.M., & Perry, J.D. (1992). Theory into practice: How do we link? In G.A. Anglin (Ed.). Instructional technology: Past, present and future. Denver, CO: Libraries Unlimited.

4. Bonner, J. (1988). Implications of cognitive theory for instructional design: Revisited. Educational Communications and Technology journal, 36(1), 3–14.

5. Briggs, L. J. (1982). Instructional design: Present strengths and limitations, and a view of the future. Educational Technology, 22(10), 18–23.

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