A Research Agenda for Interactive Learning in the New Millennium

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Reeves, T.C. (1999). A Research Agenda for Interactive Learning in the New Millennium. In B. Collis & R. Oliver (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 (pp. 15-20). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17393.

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 1999
1999
  Betty Collis & Ron Oliver
AACE

More Information on EDMEDIA Table of Contents

Author

Thomas C. Reeves, The University of Georgia, USA

Abstract

During the past three decades, hundreds of research studies have been conducted to investigate interactive learning in a variety of forms ranging from the earliest days of mainframe-based computer-assisted instruction to contemporary multimedia learning environments accessible via the World Wide Web. In light of this body of research, some researchers believe that we are on the verge of developing a true instructional science whereas others conclude that we simply cannot pile up generalizations fast enough to adapt our interactive designs to the myriad variables inherent in human learning. In this paper, I summarize what we know and what we don't know about interactive learning, describe the strengths and weaknesses of various approaches to interactive learning research, and conclude by proposing a new developmental research agenda for the first decade of the new millennium.

Keywords

• Instructional Design
• Interaction

Also Read

• Guidelines for E-Learning - Advantages and Disadvantages
• PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH
• Online Learning as Information Delivery: Digital Myopia
• What is in Your Toolbox? Designing eLearning Activities to Support Course Objectives
• Evaluation of Educational Multimedia Support System for Students with Deafness
• Blended Learning: What is it? How does it impact student retention and performance?
• An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
• Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology
• How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
• Baby Boomers Blended Learning for the Millenial Student: Balancing the Scorecard of Online and Classroom Pedagogy

Tags