Dale S. Niederhauser

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It has been argued that technology will promote the use of constructivist approaches to teaching and learning advocated by the current reform movement. Yet computer technology, in and of itself, does not embody a single pedagogical orientation. Di!erent types of software can be used to address di!erent educational goals. This article examines relationships(More)
Open source online learning environments have emerged and developed over the past 10 years. In this paper we will analyze the underlying philosophy and features of MOODLE based on the theoretical framework developed by Hannafin and Land (2000). Psychological, pedagogical, technological, cultural, and pragmatic foundations comprise the framework and(More)
In this paper we investigate the extent to which students' problem-solving behaviors change as a result of working on multi-faceted, context-rich problems. During the semester, groups of two to three students work on several problems that require more than one concept and hence cannot be readily solved with simple " plug-and-chug " strategies. The problems(More)
In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL&T). These indicators are intended as one component of a set of global indicators that could be used to monitor implementation of the Education 2030 agenda, which aims(More)
Theoretical Foundations The hyperlinking feature of hypertext, which in the cognitive flexibility perspective encourages advanced learning (Spiro & Jehng, 1990), frequently overloads working memory according to the cognitive load theory (Sweller, 1988). One of such negative effects of hyperlinks is split attention. When two or more sources of information(More)