September 2007
Intermediate to advanced
496 pages
10h 53m
English
book
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
by Ruth C. Clark, Richard E. Mayer
Content preview from e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
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12.2. Factors That Make a Difference: Overview
Early CSCL research compared outcomes from various forms of CSCL to outcomes from individual work. Unfortunately, little consensus emerged. As the field matures, a more productive question is: Under what circumstances will individual or group outcomes of a given type be best mediated by what type of online collaborative structures? However, we are unlikely to find guidelines that are universally applicable.
As summarized in Table 12.2, technology features, team assignments, performance evaluation plans, and team sizes are among a number of elements that can affect CSCL outcomes. Any unique combination of those factors may exert different effects. For example, the individual learning outcomes of ...
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O’Reilly covers everything we've got, with content to help us build a world-class technology community, upgrade the capabilities and competencies of our teams, and improve overall team performance as well as their engagement.Julian F.
I wanted to learn C and C++, but it didn't click for me until I picked up an O'Reilly book. When I went on the O’Reilly platform, I was astonished to find all the books there, plus live events and sandboxes so you could play around with the technology.Addison B.
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