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Definitionen von Richard E. Mayer

Auf dieser Seite sind alle im Biblionetz vorhandenen Definitionen von Richard E. Mayer aufgelistet.

Advance Organizer
  • A device placed in the start of a learning event designed to provide an overview or big picture of the lesson content. May take the form of a graphic or table.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 453
CSCL
  • Any instructional program in which two or more individuals work together (synchronously or asynchronously) on an instructional activity or assignment using digital technology to communicate.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 456
Effektstärke
  • A statistic indicating how many standard deviations difference there is between the mean score of the experimental group and the mean score of the control group. A useful metric to determine the practical signifi cance of research results. Effect sizes greater than .5 indicate an outcome of practical signifi cance worthy of implementation.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 459
E-Learning
  • A combination of content and instructional methods delivered by media elements, such as words and graphics on a computer or mobile device intended to build job-transferable knowledge and skills linked to individual learning goals or organizational performance. May be designed for self-study or instructor-led training.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 459
Lerntyp/Lernstil
  • The idea that individuals process information in different ways based on some specifi c mental differences. For example, some learners may have an auditory style and learn better from narration, while others have a visual style and learn better from graphics. There is little evidence to support most learning styles.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 464
Metaanalyse
  • A computation of average effect sizes among many experiments. Data based on a meta-analysis give us greater confidence in the results because they reflect many research studies.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 465
Metakognition
  • Awareness and control of one’s learning or thinking processing, including setting goals, monitoring progress, and adjusting strategies as needed. Also called metacognitive skill and self-regulatory skill.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 465
problem-based learning
  • A type of collaborative whole-task instruction in which groups define and research learning issues based on their discussion of a case problem. Has been broadly adopted in medical education.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 468
social software
  • Computer applications that allow individuals to correspond or collaborate with others. Some examples include wikis, blogs, discussion boards, Facebook, and online conferencing.
    von Ruth Colvin Clark, Richard E. Mayer im Buch E-Learning and the Science of Instruction (2002) auf Seite 471

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