The DOI matches its Crossref record; 21 of the 21 references it cites were found in a registry or an index.
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it
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Citations
Cites
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“…education and problem-based learning in medical education and concluded that these ‘‘minimally guided’’ approaches are not compatible with human cognitive architecture and less effective and inefficient than instruction that is designed with explicit cognitive guidance (Kirschner et al. 2006).”
BackgroundBuilding a practically useful theory of goal setting and task motivation: A 35-year odyssey.
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“The establishment of clear goals appears to increase engagement, persistence, and strategies uses; and decrease anxiety, disappointment, and frustration (Locke and Latham 2002); and improve academic performance (Acee et al. 2012; Morisano et al. 2010).”
BackgroundDeci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176 · cited 2×
“Conversely, when autonomous motivation is undermined, performance decreases especially when applied to flexible, heuristic, creative, or complex capacities (Deci et al. 1999).”
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“SCL has been described using various names that follow problem-based learning (Barrows 1980), project-based learning (Blumenfeld et al. 1991), case-based learning (Christensen 1987), and inquiry learning (Kuhn et al. 2000).”
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“Contrastingly, proponents of constructivist learning responded that problem-based learning was designed with flexible adaption of guidance and management of cognitive load and was compatible with human cognitive structure (Hmelo-Silver et al. 2007).”
BackgroundDevelopment and use of the ARCS model of instructional design
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“Several researchers have documented the positive influence of teacher’s autonomy support on students’ engagement, concentration, time management, self-regulation, and academic performance (Jang et al. 2010; Reeve 2006).”
BackgroundEnhancing Students' Engagement by Increasing Teachers' Autonomy Support
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“Additionally, de Jong (2010) proposed that existing research on cognitive load needed to be extended to explore approaches to help learners manage cognitive load during SCL.”
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“Autonomy support and structure should be provided together When combined with structured guidance, autonomy support is effective in fostering students’ selfregulation (Reeve et al. 2004; Sierens et al. 2009) Providing both autonomy support and structure yielded positive effects on intrinsic motivation and learning out…”
Background
Cited by
Heinrich, C. J., Darling-Aduana, J., Good, A., & Cheng, H. (. (2019) · American Educational Research Journal · doi:10.3102/0002831219838776 · Cited by 54
Lee, H.-Y., Wu, T.-T., Lin, C.-J., Wang, W.-S., & Huang, Y.-M. (2024) · Journal of Educational Computing Research · doi:10.1177/07356331231211916 · Cited by 52
Applying case-based method in designing self-directed online instruction: a formative research study
Luo, H., Koszalka, T. A., Arnone, M. P., & Choi, I. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9572-3 · Cited by 34
Saad, I., & Tounkara, T. (2023) · Journal of Decision Systems · doi:10.1080/12460125.2022.2161734 · Cited by 9
Metadata
- Authors
- Lee, E., & Hannafin, M. J.
- Venue
- Educational Technology Research and Development
- Published
- 2016-01-07
- Volume
- 64
- Issue
- 4
- Pages
- 707-734
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2227303587
- Cited by
- 370
- References
- 21
- FWCI
- 43.31
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
