• Publications
  • Influence
A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions
TLDR
We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions in scaffolding each process with regard to its cognitive and metacognitive requirements. Expand
  • 364
  • 40
The foundations and assumptions of technology-enhanced student-centered learning environments
TLDR
Technology-enhanced student-centered learning environments are not simply dichotomous alternatives to direct instruction; they represent alternative approaches for fundamentally different learning goals. Expand
  • 542
  • 34
  • PDF
Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions
This study examined the effects of question prompts and peer interactions in scaffolding undergraduate students’ problem-solving processes in an ill-structured task in problem representation,Expand
  • 423
  • 34
  • PDF
Cognitive requirements for learning with open-ended learning environments
TLDR
Open-ended learning environments (OELEs) use the capabilities of technology to provide students with opportunities to engage in authentic problem solving; generate, test, and revise hypotheses; explore and manipulate concepts; and reflect on what they know. Expand
  • 280
  • 28
  • PDF
Strategies for Motivating Higher Education Faculty to Use Technology
TLDR
This paper describes a framework that higher education administrators can use to increase the utilization of technology on their campuses by increasing the motivation of individual faculty members. Expand
  • 141
  • 17
Project-based learning with the world wide web: A qualitative study of resource integration
TLDR
The purpose of this study was to investigate the process used by learners to seek, locate, and integrate information resources for use in a project-based environment during an introductory educational technology course during a unit on telecommunications. Expand
  • 215
  • 11
Grounded practice and the design of constructivist learning environments
TLDR
In this paper, we advance the concept of grounded design, a process that involves linking the practices of learning systems design with related theory and research, and introduce examples of grounded constructivist learning environments. Expand
  • 217
  • 9
  • PDF
Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion
TLDR
We propose a peer-questioning scaffolding framework intended to facilitate metacognition and learning through scaffolding effective peer- questioning in online discussion. Expand
  • 207
  • 8
A conceptual framework for the development of theories-in-action with open-ended learning environments
Open-ended learning involves learning processes that are mediated by the unique intentions and purposes of individuals. Open-ended learning environments (OELEs) have been touted to support theExpand
  • 162
  • 7
An investigation of the artifacts and process of constructing computers games about environmental science in a fifth grade classroom
TLDR
This study employed a case study design (Yin, Case study research, design and methods, 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental science unit, using the theoretical framework of constructionism. Expand
  • 82
  • 7
...
1
2
3
4
5
...