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Synthesis of Molybdenum Dihapto Carbon Dioxide Complexes via Oxidation of a Carbonyl Ligand

Organometallics, 2021-12, Vol.40 (23), p.4011-4025

2021

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Principles of instructional design: 4. ed

1992

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The affective and cognitive domains: Integration for instruction and research

1986

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Principles of instructional design: 3. ed

1988

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Chapter III: Learner Variables and Educational Media

Review of educational research, 1968-04, Vol.38 (2), p.160-176

Briggs, Leslie J

1968

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Is the "design for a hopeful psychology" working?

The American psychologist, 1974-07, Vol.29 (7), p.573-574

Briggs, Leslie J

1974

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Learner Variables and Educational Media

Review of educational research, 1968-04, Vol.38 (2), p.160-176

Briggs, Leslie J.

1968

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The probable role of teaching machines in classroom practice

Theory into practice, 1962-02, Vol.1 (1), p.47-56

Briggs, Leslie J.

1962

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Don't Oil your Teaching Machine

Psychological reports, 1964-10, Vol.15 (2), p.350-350

Briggs, Leslie J.

1964

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Programed Instruction in Science and Mathematics

Review of educational research, 1964-06, Vol.34 (3), p.354-373

1964

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Intensive classes for superior students

Journal of educational psychology, 1947-04, Vol.38 (4), p.207-215

Briggs, Leslie J

1947

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Meaningful Learning and Retention: Practice and Feedback Variables

Review of educational research, 1964-12, Vol.34 (5), p.545-558

1964

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Should students change their initial answers on objective-type tests? More evidence regarding an old problem

Journal of educational psychology, 1952-02, Vol.43 (2), p.110-115

1952

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Investigations of Thinking via Self-Instructional Programs

AV communication review, 1965-10, Vol.13 (3), p.342-343

1965

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Comment on the Report of the Commission on Instructional Technology

AV communication review, 1970-10, Vol.18 (3), p.306-326

1970

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Comment: Rules for Doing a Valuable Dissertation in Instructional Design

Educational technology, 1984-11, Vol.24 (11), p.32-33

Briggs, Leslie J.

1984

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Comment: Trying to Straddle Four Research Cultures

Educational technology, 1984-08, Vol.24 (8), p.33-34

Briggs, Leslie J.

1984

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How Dissertations in Instructional Design Have Enriched the Research Literature

Educational technology, 1984-07, Vol.24 (7), p.43-46

Briggs, Leslie J.

1984

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Comment: Whatever Happened to Motivation and the Affective Domain?

Educational technology, 1984-05, Vol.24 (5), p.33-34

Briggs, Leslie J.

1984

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Comment: Three Types of Textbooks

Educational technology, 1984-01, Vol.24 (1), p.33-34

Briggs, Leslie J.

1984

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Comment: Textbooks Without Objectives?

Educational technology, 1983-09, Vol.23 (9), p.33-34

Briggs, Leslie J.

1983

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Comments on Computers and Educational Technology

Educational technology, 1983-06, Vol.23 (6), p.28-28

Briggs, Leslie J.

1983

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Comment: Needed: A Compendium of Practical Aids for Instructional Designers

Educational technology, 1983-03, Vol.23 (3), p.33-33

Briggs, Leslie J.

1983

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Comment: Is It True What Our Critics Say About Instructional Objectives?

Educational technology, 1983-01, Vol.23 (1), p.31-32

Briggs, Leslie J.

1983

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Instructional Design: Present Strengths and Limitations, and a View of the Future

Educational technology, 1982-10, Vol.22 (10), p.18-23

Briggs, Leslie J.

1982

Volltextzugriff (PDF)

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Synthesis of Molybdenum Dihapto Carbon Dioxide Complexes via Oxidation of a Carbonyl Ligand

Principles of instructional design: 4. ed

The affective and cognitive domains: Integration for instruction and research

Principles of instructional design: 3. ed

Chapter III: Learner Variables and Educational Media

Is the "design for a hopeful psychology" working?

Learner Variables and Educational Media

The probable role of teaching machines in classroom practice

Don't Oil your Teaching Machine

Programed Instruction in Science and Mathematics

Intensive classes for superior students

Meaningful Learning and Retention: Practice and Feedback Variables

Should students change their initial answers on objective-type tests? More evidence regarding an old problem

Investigations of Thinking via Self-Instructional Programs

Comment on the Report of the Commission on Instructional Technology

Comment: Rules for Doing a Valuable Dissertation in Instructional Design

Comment: Trying to Straddle Four Research Cultures

How Dissertations in Instructional Design Have Enriched the Research Literature

Comment: Whatever Happened to Motivation and the Affective Domain?

Comment: Three Types of Textbooks

Comment: Textbooks Without Objectives?

Comments on Computers and Educational Technology

Comment: Needed: A Compendium of Practical Aids for Instructional Designers

Comment: Is It True What Our Critics Say About Instructional Objectives?

Instructional Design: Present Strengths and Limitations, and a View of the Future

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