Handbook of Research on Educational Communications and Technology
Handbook of Research on Educational Communications and Technology
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教育传播与技术研究手册
DOI：
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发表时间：
2010
期刊：
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通讯作者：
R. Yildiz
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作者：
R. Yildiz
《教育传播与技术研究手册》第三版由 J. Michael Spector（佛罗里达州立大学）、M. David Merrill（犹他州立大学）、Jeroen J.G. 编辑。 van Merrienboer（荷兰开放大学）和 Marcy P. Driscoll（佛罗里达州立大学）。该书由 Lawrence Erlbaum Associates 于 2008 年出版（ISBN-13：978-0-8058-5849-5）。本书分为六个主要部分：（1）基础； (2) 策略； (3) 技术； (4) 型号； (5) 设计与开发； (6) 研究方法。这些部分反映了为教育目的部署信息和通信技术所涉及的基本问题和应用。每个部分均由一名共同编辑领导，并由第二名共同编辑和几名外部审稿人协助。该手册被认为主要适用于博士生对其论文研究进行研究审查、教师作为相关主题教学课程的额外资源以及寻求对特定主题进行快速审查的研究人员。所有章节都为刚接触特定研究领域的研究人员和进行背景研究的博士生提供了大量有用的参考资料。专业教育工作者和教育研究人员也可以从第一部分和第六部分的章节中受益匪浅。这些章节以及手册中的许多其他章节可能对那些负责领导教育技术、教学系统或学习环境设计和开发领域研究生研讨会的人员有用。第一部分由 Marcy P. Driscoll 领导，J. Michael Spector 协助，包括历史、理论和方法论基础和观点。第二部分由 M. David Merrill 领导，重点讨论战略。第三部分由 J. Michael Spector 领导，重点关注技术。第四部分由 Jeroen van Merrienboer 领导，重点关注模型。第五部分由 M. David Merrill 领导，重点关注设计和开发。第六部分由 Jeroen van Merrienboer 领导，重点关注方法论问题。现在让我们更详细地分别研究每个部分。
This third edition of the Handbook of Research on Educational Communications and Technology is edited by J. Michael Spector (Florida State University), M. David Merrill (Utah State University), Jeroen J.G. van Merrienboer (Open University of the Netherlands), and Marcy P. Driscoll (Florida State University). It is published in 2008 by Lawrence Erlbaum Associates (ISBN-13: 978-0-8058-5849-5). The book is organized in six major parts: (1) Foundations; (2) Strategies; (3) Technologies; (4) Models; (5) Design and Development; (6) Research Methodologies. These parts reflect fundamental issues and applications involved in deploying information and communications technologies for educational purposes. Each part is led by one of the coeditors with assistance from a second coeditor and several external reviewers. The Handbook is considered to primarily be useful for doctoral students initiating a research review for their dissertation studies, for faculty as an additional resource for teaching courses on related topics, and for researchers seeking a quick review on a specific topic. All chapters have extensive lists of useful references for researchers who are new to a particular area of study and for doctoral students conducting their background research. Professional educators and educational researchers can also benefit particularly from the chapters in Parts I and VI. These chapters, as well as many others in the Handbook, are likely to be useful for those responsible for leading graduate seminars in the areas of educational technology, instructional systems, or learning environment design and development. Part I, led by Marcy P. Driscoll with assistance from J. Michael Spector, includes historical, theoretical, and methodological foundations and perspectives. Part II, led by M. David Merrill, focuses on strategies. Part III, led by J. Michael Spector, focuses on technologies. Part IV, led by Jeroen van Merrienboer, focuses on models. Part V, led by M. David Merrill, focuses on design and development. Part VI, led by Jeroen van Merrienboer, focuses on methodological issues. Let us now examine each part separately in more details.