Psychology of Learning for Instruction (3rd ed.

By M. Driscoll, M. Boston. 2005

611 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/958cedef0fb2c30882a0340512fc9943d97f1e9c

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Citations in the corpus

New Learning and the Classification of Learning Environments in Secondary Education (2004, background): “Learning Is a Situated Activity The second principle stresses that knowing cannot be separated from doing, because otherwise knowledge would become decontextualized (Driscoll, 2000).”
Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “The content evaluated by these items (see Table 1) reflects a social constructivist school of thought, which maintains that knowledge is co-constructed between learners (Driscoll, 2005).”
Meaningful interaction in web-based learning: A social constructivist interpretation (2007, background): “Social constructivism explains the foundational processes of learning using three concepts: 1) the ‘Zone of Proximal Development (ZPD)’, 2) ‘Intersubjectivity,’ and 3) ‘Enculturation’ (Fosnot, 1996; Fosnot & Perry, 2005; Jonassen, 1999; Jonassen et al., 1995; Lave & Wenger, 1991; Vrasidas, 2000; Vyg”
Cognitive Load Theory and the Role of Learner Experience: An Abbreviated Review for Educational Practitioners (2008, background): “In traditional classrooms, this type of instructional tailoring is often referred to as adaptive scaffolding; that is, supporting novice learners by limiting the complexities of the learning context and then gradually removing those limits as learners construct knowledge and gain expertise (Driscoll”
Understanding feedback: A learning theory perspective (2013, background): “Ferreira et al. (2007) distinguished two forms of corrective feedback: the Giving Answers Strategy (GAS) and the Prompting Answers Strategy (PAS).”
Mind Maps As Classroom Exercises (2004, background): “Research on memory and learning emphasizes the importance of associations (Driscoll 2000).”
The Sequential Analysis of Group Interaction and Critical Thinking in Online (2003, methodology): “Computer-mediated communication (CMC) is widely used to support group discussions in distance learning (Harasim 1993; Berge 1997) by applying the principles of constructivism (Muilenburg and Berge 2000), which focus on social interaction and the learning process (Driscoll 2000).”
Student-Teacher Interaction on Facebook: What Students Find Appropriate (2011, background): “According to Vygotsky’s theory, known as sociocultural perspective, cognitive growth is influenced by society and culture and not performed in isolation (Driscoll, 2005; Ormrod, 2004).”
Science communication training: what are we trying to teach? (2017, background): “For any field, learning goals are strongest when they emerge from a coherent conceptual base, rather than being simply a laundry list of possible goals (Driscoll, 2004).”
Retention in Online Courses (2016, background): “This could place novice-level learners, who are used to the structured forms of face-to-face courses, in the fluid, ill-structured domains of online environments, leading to demotivation and attrition (Bradford, 2011; Driscoll, 2005; Kirschner et al., 2006; McQuaid, 2009; Paas et al., 2004; Schaarsm”
The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment (2009, background): “However a cognitive approach to motivation indicates that both individual characteristics and situational characteristics (Driscoll, 2005; Weiner, 1990) influence motivation. Frymier et al.’s (1996) model neglected the importance of individual characteristics.”