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Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers.
16 references·16 citing·32 second hopsampled
Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. (2007)Learning by doing versus learning by view…Implications of Cognitive Load Theory for Multimedia Learning (2014)Implications of Cognitive Loa…Cognitive Theory of Multimedia Learning (2014)Cognitive Theory of Multimedi…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…The Cambridge handbook of multimedia learning (2006)The Cambridge handbook of mul…Montessori: the science behind the genius (2006)Montessori: the science behin…The Equivalence of Learning Paths in Early Science Instruction (2004)The Equivalence of Learning P…Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Should There Be a Three-Strik…Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Nine Ways to Reduce Cognitive…Multimedia Learning (2002)Multimedia LearningKnowledge Maps as Scaffolds for Cognitive Processing (2002)Knowledge Maps as Scaffolds f…How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development (2000)How a qualitative approach to…Instructional Design in Technical Areas (1999)Instructional Design in Techn…Problems and issues in the use of concept maps in science assessment (1996)Problems and issues in the us…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Learning How to Learn (1984)Learning How to LearnLearning as a generative process 1 (1974)Learning as a generative proc…There is an Evidence Crisis in Science Educational Policy (2021)There is an Evidence Crisis i…Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load (2021)Five Strategies for Optimizin…A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020)A Meta‐Analysis on the Effect…More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science (2018)More isn't always better: The…Spontaneous spatial strategy use in learning from scientific text (2017)Spontaneous spatial strategy …A meta-analysis of how signaling affects learning with media (2017)A meta-analysis of how signal…Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis (2015)Signaling text-picture relati…Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding (2015)Learning as a Generative Acti…Effects of observing the instructor draw diagrams on learning from multimedia messages. (2015)Effects of observing the inst…An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text (2014)An eye movement analysis of h…Online multimedia learning with mobile devices and desktop computers: An experimental test of Clark’s methods-not-media hypothesis (2013)Online multimedia learning wi…Multimedia Instruction (2013)Multimedia InstructionLearning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer (2013)Learning with summaries: Effe…Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013)Differentiated Overt Learning…Applying the Science of Learning to Multimedia Instruction (2011)Applying the Science of Learn…Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments (2008)Learning by viewing versus le…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)How people learn (2000)THE ACT OF DISCOVERY (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Cognitive Load Theory (2011)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive load theory, learning difficulty, and instructional design (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Instructional animation versus static pictures: A meta-analysis (2007)Applying the science of learning: Evidence-based principles for the design of multimedia instruction. (2008)Mental Representations: A Dual Coding Approach (1986)Generative Processes of Comprehension (1989)Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Handbook of research on teaching (1986)National Science Education Standards (1995)Meaningful interaction in web-based learning: A social constructivist interpretation (2007)The development of scientific thinking skills in elementary and middle school (2007)Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016)Cognition and instruction: Their historic meeting within educational psychology. (1992)Working Memory (1992)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Interactive Multimodal Learning Environments (2007)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Dual coding theory and education (1991)Designing a Qualitative Study (2009)Direct Measurement of Cognitive Load in Multimedia Learning (2003)
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References

  • 2002Multimedia Learning7,764 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1984Learning How to Learn5,192 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,199 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2,525 cited
  • 2006The Cambridge handbook of multimedia learning2,313 cited
  • 2014Cognitive Theory of Multimedia Learning1,973 cited
  • 1999Instructional Design in Technical Areas943 cited
  • 2004The Equivalence of Learning Paths in Early Science Instruction919 cited
  • 2014Implications of Cognitive Load Theory for Multimedia Learning884 cited
  • 1974Learning as a generative process 1834 cited
  • 1996Problems and issues in the use of concept maps in science assessment707 cited
  • 2000How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development638 cited
  • 2006Montessori: the science behind the genius526 cited

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  • 2002Knowledge Maps as Scaffolds for Cognitive Processing427 cited
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