|
|
Affichage de 1 - 7 of 7 (Bibliographie: Bibliographie WIKINDX globale)
Parameters:
|
|
Collection: Instructional Science
|
|
|
Dijkstra, S. (2001). The design space for solving instructional-design problems. Instructional Science, 29(4), p. p275–290.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 35.12%
|
|
|
van Merrienboer, J. J. G., & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29(4-5), pp. 429–441.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 25.5%
|
|
|
Robertson, I. (2000). Imitative problem solving: Why transfer of learning often fails to occur. Instructional Science, 28(4), pp. 263–289.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 33.94%
|
|
|
Rouet, J.-F., & Passerault, J.-M. (1999). Analyzing learner-hypermedia interaction: An overview of online methods. Instructional Science, 27(3), pp. 201–219.
|
Dernièrement modifiée par: Sterenn Audo
|
|
Pop. 30.67%
|
|
|
Seel, N. M. (2001). Epistemology, situated cognition, and mental models: 'like a bridge over troubled water.'. Instructional Science, 29(4), pp. 403–427.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 34.21%
|
|
|
Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 33.03%
|
|
|
Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32(1), pp. 83–98.
|
Ajoutée par: Sterenn Audo
|
|
Pop. 34.03%
|
|
|
