Instructional Models in Computer-Based Learning Environments

1. Front Matter

   Pages I-X

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2. Instructional models in computer-based learning environments

   1. Instructional models in computer-based learning environments

      • Sanne Dijkstra, Hein P. M. Krammer, Jeroen J. G. van Merriënboer

      Pages 1-13

3. Content and delivery planning

   1. An introduction to instructional transaction theory

      • M. David Merrill, Zhongmin Li, Mark K. Jones

      Pages 15-41

   2. The useful representation of instructional objectives: A task analysis of task analysis

      • Franz Schott

      Pages 43-59

   3. The significance of prescriptive decision theory for instructional design expert systems

      • Norbert M. Seel

      Pages 61-81

   4. Transforming knowledge into learnable content

      • Dimitris Psillos, Panagiotis Koumaras

      Pages 83-96

   5. Modeling requirements for intelligent training systems

      • Gary M. Eggan, Alan M. Lesgold

      Pages 97-111

   6. G’s dynamic learner model

      • Marc W. F. Meurrens

      Pages 113-125

   7. The description of subject matter and instructional methods for computer-based learning

      • Kenneth Tait

      Pages 127-141

   8. The study of problem characteristics in programming tutors

      • Sanne Dijkstra, Hein P. M. Krammer, Rudolf M. Maaswinkel

      Pages 143-152

   9. PEPE: A computational framework for a content planner

      • Barbara J. Wasson

      Pages 153-170

   10. A generic task model for instruction

       • Kris Van Marcke

       Pages 171-194

4. Instructional strategies, methods, and techniques

   1. An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design

      • Harold F. O’Neil Jr., Anat Jacoby, Terence G. Craig

      Pages 195-212

   2. A descriptive model of instructional processes in interactive learning environments for elementary computer programming

      • Jeroen J. G. van Merriënboer, Hein P. M. Krammer

      Pages 213-228

   3. Two models of classroom learning using a communal database

      • Carl Bereiter, Marlene Scardamalia

      Pages 229-241

   4. Adaptive tutoring of arithmetic skills

      • Jos Beishuizen, Emiel Felix

      Pages 243-261

   5. Cognitive development based on process-learning environments

      • Klaus Breuer

      Pages 263-277

   6. Instructional strategies for teaching database query languages

      • Elisabeth M. A. G. van Dijk

      Pages 279-289

   7. Extensions of intelligent tutoring paradigms to support collaborative learning

      • Alan Lesgold, Sandra Katz, Linda Greenberg, Edward Hughes, Gary Eggan

      Pages 291-311

   8. Contextual module analysis in instructional design

      • Robert D. Tennyson, Leonard L. Snyder, Robert L. Elmore

      Pages 313-322

In the last decade there have been rapid developments in the field of computer-based learning environments. A whole new generation of computer-based learning environments has appeared, requiring new approaches to design and development. One main feature of current systems is that they distinguish different knowledge bases that are assumed to be necessary to support learning processes. Current computer-based learning environments often require explicit representations of large bodies of knowledge, including knowledge of instruction. This book focuses on instructional models as explicit, potentially implementable representations of knowledge concerning one or more aspects of instruction. The book has three parts, relating to different aspects of the knowledge that should be made explicit in instructional models: knowledge of instructional planning, knowledge of instructional strategies, and knowledge of instructional control. The book is based on a NATO Advanced Research Workshop held at the University of Twente, The Netherlands in July 1991.

• Ausbildungetechnologie
• Intelligente Lernumgebungen
• Lehrmodelle
• Wissensbasierte Systeme
• Wissensrepräsentaion
• computer
• educational technology
• instructional models
• intelligent learning environments
• knowledge base
• knowledge representation
• knowledge-based systems
• learning

• Department of Education, University of Twente, Enschede, The Netherlands

  Sanne Dijkstra, Hein P. M. Krammer, Jeroen J. G. Merriënboer

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