Book Review of Design of Technology-Enhanced Learning: Integrating Research and Practice
DOI :
https://doi.org/10.21432/cjlt27808Mots-clés :
book review, instructional design, research, technology-enhanced learning, TELRésumé
Book Review of Design of Technology-Enhanced Learning: Integrating Research and PracticeRéférences
Clark, R. E. (1994). Media will never influence learning. Educational Technology, Research and Development, 42(2), 21. doi:10.1007/BF02299088
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E. Cameron, L., Badilescu-Buga, E., Bower, M. (2012). The Larnaca declaration on learning design. Journal of Interactive Media in Education, 1(7), 1–24. doi:10.5334/jime.407/
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), pp. 7-23 doi:10.1080/08923640109527071
Jones, C. (2015). Networked learning: An educational paradigm for the age of digital networks. (V. Hodgson & D. McConnell, Eds.). New York, NY: Springer International Publishing. Retrieved from https://www.springer.com/gb/book/9783319019338#aboutBook
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology, Research and Development, 42(2), 7. doi:10.1007/BF02299087
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x
Parchoma, G. (2011). Chapter 4: Toward diversity in researching, teaching and technology philosophies-in-practice. In B. K. Daniel (Ed.), Handbook of research on methods and techniques for studying virtual communities:Paradigms and phenomena (pp. 61–86). Hershey, PA: IGI Global. doi:10.4018/978-1-60960-040-2.ch004
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© Marguerite Koole 2018
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
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Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.
