Web Based Learning: What do we know? Where do we go?: What Do We Know? Where Do We Go? (PB) (NA)

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ISBN 10: 1593110022 / ISBN 13: 9781593110024

Published by - -, 2003

About this Item

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Seller Inventory # 6545-9781593110024

Bibliographic Details

• Title: Web Based Learning: What do we know? Where do we go?: What Do We Know? Where Do We Go? (PB) (NA)
• Publisher: - -
• Publication Date: 2003
• Language: English
• ISBN 10: 1593110022
• ISBN 13: 9781593110024
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

Topics covered in this volume include: research on web-based learning; ways to reduce cognitive load in multimedia learning; gathering and organizing web-based information; the risks in cyberspace; engineering perspectives; and the pedagogical impact of course management systems.

About the Author

Roger Bruning
Center for Instructional Innovation,
National Center for Information Technology in Education (NCITE)
University of Nebraska-Lincoln

Roger Bruning is a Velma Warren Hodder Professor of Educational Psychology and co-director of the Center for Instructional Innovation (CII) and National Center for Information Technology in Education (NCITE) at the University of Nebraska-Lincoln (UNL). His research interests focus on literacy, especially development of motivation to read and write, and on the role of technology in education. Dr. Bruning has taught courses in applied cognitive psychology and in educational measurement and research, written numerous articles, and served as a consultant and evaluator for many projects of the National Science Foundation, Agency for International Development, Environmental Protection Agency, Satellite Educational Resources Consortium, and U.S. Department of Education. In 1982-83 he was a Visiting Scientist at the Center for the Study of Reading at the University of Illinois and in 1988 and 1993 was a Visiting Scholar at Stanford University and the National Reading Research Center. From 1987 to 1991 he served as Associate Dean of Graduate Studies at the University of Nebraska-Lincoln. He currently serves on the Editorial Boards of the Journal of Educational Psychology, Educational Psychology Review, and the Journal of the Society for the Scientific Study of Reading, and is the co-author of three textbooks.