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A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it

Educational technology research and development, 2016-08, Vol.64 (4), p.707-734

2016

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Quality criteria for conceptual technology integration models in education: bridging research and practice

Educational technology research and development, 2021-08, Vol.69 (4), p.2187-2208

2021

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Knowledge building: aligning education with needs for knowledge creation in the digital age

Educational technology research and development, 2021-08, Vol.69 (4), p.2243-2266

2021

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What is instructional strategy? Seeking hidden dimensions

Educational technology research and development, 2020-12, Vol.68 (6), p.2799-2815

Gibbons, Andrew S.

2020

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Theory to reality: a few issues in implementing problem-based learning

Educational technology research and development, 2011-08, Vol.59 (4), p.529-552

Hung, Woei

2011

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How do instructional designers manage learners' cognitive load? An examination of awareness and application of strategies

Educational technology research and development, 2019-02, Vol.67 (1), p.199-245

2019

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The role of authentic teaching cases and mastery approach goals in online pre-service teachers’ self-regulated learning

Educational technology research and development, 2021-04, Vol.69 (2), p.1003-1023

2021

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Research—practice interactions as reported in recent design studies: still promising, still hazy

Educational technology research and development, 2012-12, Vol.60 (6), p.967-986

2012

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Using critical incidents of instructional design and multimedia production activities to investigate instructional designers' current practices and roles

Educational technology research and development, 2016-04, Vol.64 (2), p.285-312

2016

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Between eclecticism and orthodoxy in instructional design

Educational technology research and development, 2011-06, Vol.59 (3), p.383-398

2011

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A Co-Evolutionary Model for Supporting the Emergence of Authenticity

Educational technology research and development, 2000-01, Vol.48 (2), p.37-62

2000

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Learning from Programmed Instruction: Examining Implications for Modern Instructional Technology

Educational technology research and development, 2005-01, Vol.53 (2), p.84-98

2005

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Grounded Practice and the Design of Constructivist Learning Environments

Educational technology research and development, 1997-01, Vol.45 (3), p.101-117

1997

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Media and Method

Educational technology research and development, 1994-01, Vol.42 (3), p.7-10

Clark, Richard E.

1994

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Knowledge Constructing through HyperMedia Authoring

Educational technology research and development, 1999-01, Vol.47 (1), p.29-50

1999

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The Pursuit of Useable Knowledge in Instructional Technology

Educational technology research and development, 1998-01, Vol.46 (4), p.7-22

Richey, Rita C.

1998

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Connecting Education and Practice in an Instructional Design Graduate Program

Educational technology research and development, 1994-01, Vol.42 (3), p.71-82

Quinn, James

1994

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A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it

Quality criteria for conceptual technology integration models in education: bridging research and practice

Knowledge building: aligning education with needs for knowledge creation in the digital age

What is instructional strategy? Seeking hidden dimensions

Theory to reality: a few issues in implementing problem-based learning

How do instructional designers manage learners' cognitive load? An examination of awareness and application of strategies

The role of authentic teaching cases and mastery approach goals in online pre-service teachers’ self-regulated learning

Research—practice interactions as reported in recent design studies: still promising, still hazy

Using critical incidents of instructional design and multimedia production activities to investigate instructional designers' current practices and roles

Between eclecticism and orthodoxy in instructional design

A Co-Evolutionary Model for Supporting the Emergence of Authenticity

Learning from Programmed Instruction: Examining Implications for Modern Instructional Technology

Grounded Practice and the Design of Constructivist Learning Environments

Media and Method

Knowledge Constructing through HyperMedia Authoring

The Pursuit of Useable Knowledge in Instructional Technology

Connecting Education and Practice in an Instructional Design Graduate Program

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