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E-learning and Blindness: evaluating the quality of the learning experience to inform policy and practice
16 references·1 citing·31 second hop
E-learning and Blindness: evaluating the quality of the learning experience to inform policy and practice (2009)E-learning and Blindness: evaluating the …Efficiency in learning: Evidence-based guidelines to manage cognitive load (2006)Efficiency in learning: Evide…E-Moderating (2004)E-ModeratingThe promise of multimedia learning: using the same instructional design methods across different media (2003)The promise of multimedia lea…The Expertise Reversal Effect (2003)The Expertise Reversal EffectCognitive Load Theory and Instructional Design: Recent Developments (2003)Cognitive Load Theory and Ins…Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Measurement as…Multimedia Learning (2002)Multimedia LearningWeb content accessibility guidelines 1.0 (2001)Web content accessibility gui…Successful implementation of e-Learning (2001)Successful implementation of …Chapter 27 The metamodal organization of the brain (2001)Chapter 27 The metamodal orga…Web-based instruction (1997)Web-based instructionVariability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (1994)Research Design: Qualitative,…Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory and the…Pioneer ICT as a learning aid for visually impaired undergraduates in Sri Lankan State Universities: Breaking barriers to the knowledge society (2017)Pioneer ICT as a learning aid…Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Architecture and Instructional Design (1998)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Interactive Multimodal Learning Environments (2007)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Self-explanations: How students study and use examples in learning to solve problems (1989)Mental Representations: A Dual Coding Approach (1986)Working Memory (1992)The material features of multiple representations and their cognitive and social affordances for science understanding (2003)International Handbook of Information Technology in Primary and Secondary Education (2008)Confusion can be beneficial for learning (2012)Generative Processes of Comprehension (1989)Cognition and instruction: Their historic meeting within educational psychology. (1992)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Cognitive Theory of Multimedia Learning (2014)Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2005)Case study research: design and methods (2011)Exploring the credibility of online celebrities' Instagram profiles in influencing the purchase decisions of young female users (2016)Cognitive load theory, learning difficulty, and instructional design (1994)Focus on Formative Feedback (2008)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)A Meta-Analysis of Three Types of Interaction Treatments in Distance Education (2009)Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches35,275 cited
  • 2002Multimedia Learning7,764 cited
  • 2003Cognitive Load Theory and Instructional Design: Recent Developments3,025 cited
  • 1991Cognitive Load Theory and the Format of Instruction2,894 cited
  • 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory2,525 cited
  • 2004E-Moderating2,201 cited
  • 1992Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.2,149 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 2003The promise of multimedia learning: using the same instructional design methods across different media1,321 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
  • 2001Web content accessibility guidelines 1.0984 cited
  • 2006Efficiency in learning: Evidence-based guidelines to manage cognitive load819 cited
  • 2001Successful implementation of e-Learning658 cited
  • 1997Web-based instruction589 cited

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  • 2001Chapter 27 The metamodal organization of the brain540 cited
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    • 2017Pioneer ICT as a learning aid for visually impaired undergraduates in Sri Lankan State Universities: Breaking barriers to the knowledge society2 cited