Handbook of Research on Educational Communications and Technology

1. Front Matter

   Pages i-xxxv

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2. Foundations

   1. Front Matter

      Pages 1-2

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   2. Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History

      • Joost Lowyck

      Pages 3-20

   3. Research Paradigms and Perspectives on Learning

      • Jeroen J. G. van Merriënboer, Anique B. H. de Bruin

      Pages 21-29

   4. Research-Based Instructional Perspectives

      • Gary R. Morrison, Steven M. Ross

      Pages 31-38

   5. Cousins but Not Twins: Instructional Design and Human Performance Technology in the Workplace

      • Wellesley R. Foshay, Steven W. Villachica, Donald A. Stepich

      Pages 39-49

   6. Implications of Neuroimaging for Educational Research

      • Pavlo D. Antonenko, Tamara van Gog, Fred Paas

      Pages 51-63

   7. Emotions and Motivation in Learning and Performance

      • ChanMin Kim, Reinhard Pekrun

      Pages 65-75

   8. Instructional Design Models

      • Robert Maribe Branch, Theodore J. Kopcha

      Pages 77-87

   9. The Impact of Technology and Theory on Instructional Design Since 2000

      • Scott Joseph Warren, Jennifer Lee, Anjum Najmi

      Pages 89-99

   10. The Technological Pedagogical Content Knowledge Framework

       • Matthew J. Koehler, Punya Mishra, Kristen Kereluik, Tae Seob Shin, Charles R. Graham

       Pages 101-111

   11. Ethics of Educational Technology

       • Stephanie L. Moore, James B. Ellsworth

       Pages 113-127

3. Methods

   1. Front Matter

      Pages 129-130

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   2. Educational Design Research

      • Susan McKenney, Thomas C. Reeves

      Pages 131-140

   3. Design and Development Research

      • Rita C. Richey, James D. Klein

      Pages 141-150

   4. Practices and Potential of Activity Theory for Educational Technology Research

      • Turkan Karakus

      Pages 151-160

   5. Action Research for Educational Communications and Technology

      • Meghan McGlinn Manfra, Daniel Kelvin Bullock

      Pages 161-172

   6. Trends and Issues in Qualitative Research Methods

      • Marcia A. Mardis, Ellen S. Hoffman, Peter J. Rich

      Pages 173-193

   7. Program and Project Evaluation

      • J. Michael Spector

      Pages 195-201

   8. Tools for Analyzing Quantitative Data

      • Gerald A. Knezek, Rhonda Christensen

      Pages 203-220

The 4th edition of the Handbook of Research on Educational Communications and Technology expands upon the previous 3 versions, providing a comprehensive update on research pertaining to new and emerging educational technologies. Chapters that are no longer pertinent have been eliminated in this edition, with most chapters being completely rewritten, expanded, and updated Additionally, new chapters pertaining to research methodologies in educational technology have been added due to expressed reader interest. Each chapter now contains an extensive literature review, documenting and explaining the most recent, outstanding research, including major findings and methodologies employed.    The Handbook authors continue to be international leaders in their respective fields; the list is cross disciplinary by design and great effort was taken to invite authors outside of the traditional instructional design and technology community.      

• Educational technology research
• Infomation and communications technology
• Model-based learning
• Motivational models for learning and instruction
• Personalized learning
• Research on ICT
• learning and instruction

“The Handbook aims to provide the most comprehensive, definitive, and accurate single-volume overview available in the field of educational communication and technology. … this book is not only a sign of the field’s development, but also a reflection on the dynamic state of mainstream educational research. Because of that, it is a mandatory read and reference for all educationalists and researchers of education.” (Tamara Savelyeva, Technology Knowledge and Learning, Vol. 20, 2015)

“The volume updates the findings from the third edition, published in 2008, and will stand for several years as a summary of research in the field of educational technology or educational communications technology (ECT). … The volume serves a valuable purpose of scholars seeking specific research findings in their areas of interest. … My kudos to the editors and contributors of this outstanding volume!” (Brent G. Wilson, Educational Technology, Vol. 54 (6), November-December, 2014)

• , Department of Learning Technologies, C, University of North Texas, Denton, USA

  J. Michael Spector

• St. George, USA

  M. David Merrill

• , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Leuven, Belgium

  Jan Elen

• Bethlehem, USA

  M. J. Bishop

J. Michael Spector is Research Scientist at the Learning and Performance Support Laboratory and Professor in the Educational Psychology and Instructional Technology Department at the University of Gerogia. His recent research is in the areas of intelligent support for instructional design, system dynamics based learning environments, assessing learning in complex domains, distance learning, and technology integration in education. M. David Merrill is retired Professor Emeritus, Utah State University. Since retiring, he has worked as a visiting Research professor at Florida State University and Research Consultant and Professor in Residence at Brigham Young University-Hawaii. He led the team which developed the authoring system for TICCIT (Time-shared Interactive Computer Controlled Information Television). Dr. Merrill further developed component display theory in association with the TICCIT system and refined that theory in the form of both elaboration theory and instructional transaction theory. Jan Elen is Professor in the Department of Educational Sciences of the Katholieke University of Leuven. His research is oriented towards the design and use of computer-supported learning environments in educational settings. He is the coordinator of the newly- founded School of Education of the Association at Katholieke University of Leuven. MJ Bishop is Associate Professor in the College of Education at Lehigh University. Her research interests are in understanding the fundamental components and the psychology behind instructional media and delivery systems in order to discover their pedagogical capabilities and limitations. Her goals are to devise more effective ways to design instructional technologies that enhance learning.

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