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Design-based research and technology-enhanced learning environments
We define and identify characteristics of design-based research as a methodology suitable to both research and design of technology-enhanced learning environments (TELE). Expand
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The foundations and assumptions of technology-enhanced student-centered learning environments
Technology-enhanced student-centered learning environments are not simply dichotomous alternatives to direct instruction; they represent alternative approaches for fundamentally different learning goals. Expand
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Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice
We propose a framework that includes essential dimensions to be considered when teachers scaffold student problem solving in technology-rich classes. Expand
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Scaffolding in technology-enhanced learning environments
We discuss how scaffolding is implemented in technology-enhanced environments, provide an overview of scaffolding processes and techniques in various contexts, and provide empirically based guidelines for designing scaffolding in technological environments. Expand
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The collaborative apprenticeship model: Situated professional development within school settings
Abstract Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice,Expand
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Teaching and learning in digital environments: The resurgence of resource-based learning
We trace the changing nature of resources and perspectives in their use for learning in the digital age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed. Expand
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Situated cognition and learning environments: Roles, structures, and implications for design
Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable interest has beenExpand
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Cognitive strategies and learning from the world wide web
The purpose of this study was to identify the strategies used by adult learners in an open-ended hypermedia information system. Four participants were drawn from an introductory educationalExpand
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Guidelines for using locus of instructional control in the design of computer-assisted instruction
This paper presents empirical evidence on locus of instructional control, and to present guidelines for determining learner versus lesson control in computer-assisted instruction. Expand
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A Framework for Designing Scaffolds That Improve Motivation and Cognition
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates thatExpand
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