AECT Handbook of Research

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About the Editors

About the Authors

History, Limitations of the book; format of the book; use of the book.


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Handbook of Research for Educational Communications and Technology

A Project of the Association for Educational Communications and Technology

Edited by David H. Jonassen 


Regardless of your motivation for visiting this site, let me say welcome to the Handbook of Research for Educational Communications and Technology, first published in 1996 by Macmillan Publishers. This Handbook was one of a large series of handbooks that began with the Handbook of Research on Teaching in the 1970s. Macmillan published many of these handbooks. For whatever corporate reasons, Macmillan decided a couple of years ago to no longer publish this handbook series. Because of that decision, handbooks were not replenished and so the Handbook of Research for Educational Communications and Technology went out of print. Therefore, copies of it were no longer available to support graduate seminars and research in the field. That predicament prompted discussions about how to make the Handbook available.

Another situations prompted discussions about the future of the Handbook. Published originally in 1996, the Handbook of Research in Educational Communications and Technology is becoming dated, as happens normally to any print publication.

A reasonable inference from these facts and conclusions was that a new edition of the Handbook is needed. As editor of the Handbook, AECT consulted with me about its future. I have agreed (against my own better judgment)to continue editorship of the Handbook. We will be introducing some significant changes in its distribution. The Handbook will be a perquisite of membership in AECT. That is, any member of AECT will receive the Handbook, not as a print publication, but online through the AECT website. That will enhance access to the Handbook and support AECT in the process. Here's how it will work. The process for distribution and updating has several steps.

  1. Step one is to scan the Handbook and get a .pdf copy of the chapters up on the AECT web server to make it immediately available to scholars. That task has been completed, and you can click on chapters to view them in Acrobat Reader.
  2. We are currently converting the files into html files to make the Handbook more accessible and manipulable. We may also make copies available on CD-ROM and in print version through Lawrence Erlbaum Associates. Those options are currently being negotiated.
  3. Solicit and complete revisions of the existing chapters, edit them, and get them up on the server. That is underway and so the second edition will be available early in 2002.
  4. Decide what additional chapters are needed to complete our conception of our ever-expanding field. I am dialoguing with the Research and Theory Board. I anticipate adding more than a dozen new chapters. I will be soliciting authors to complete those chapters, edit them, and add them to the Handbook. I hope that the completely updated second edition will be available in different formats by mid-year, 2002. Print versions should be available sometime after that.
Why publish the Handbook on AECT's web server? By making it universally accessible to AECT members, we can hopefully get more practitioners interested in research. Electronic publication makes it more readily updatable, so we don't have to wait seven years between editions. However, to me, the most exciting reason is the instructional potential of an electronic version. Students can study the Handbook and the research in our field by building hypertext front-ends, interfaces, concept maps, databases, or other computational representations that connect and integrate the information in the Handbook. The possibilities are endless.

So, I hope that you will find the Handbook even more usable and valuable than the many researchers and students who have had to lug around the print version. It should certainly be physically easier to use. Once updated, it will hopefully be more stimulating and valuable to your research pursuits. Please communicate any suggestions that you may have about how to make it more valuable ( Best of luck with your research studies.

David Jonassen, Distinguished Professor
School of Information Science and Learning Technologies
University of Missouri

Macmillan Library Reference USA  •  New York Copyright  •  © 1996 by Simon & Schuster Macmillan

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the Publisher.

To those who significantly advanced the discourse in this field, including Edgar Dale, W. W. Charters, Walt Wittich, Charles Hoban, Jim Finn, Arthur Lumsdaine, Wilbur Schramm, Ole Larsen, James Brown, Charles Schuller, Bob Gagne, Don Ely, Bob Heinich, Bob Glaser, and many others too numerous to mention.


Handbook of Research for
Educational Communications and Technology
Edited by David H. Jonassen


I - Foundations for Research in Educational Communications and Technology
John C. Belland, Ohio State University, Associate Editor

Voices of the Founders: Early Discourses in Educational Technology
Ann De Vaney, University of Wisconsin at Madison; Rebecca P. Butler, Eastern Tennessee State University
Behaviorism and Instructional Technology 
John K. Burton, David M. (Mike) Moore, Susan G. Magliaro,Virginia Polytechnic Institute
Systems Inquiry and Its Application in Education 
Bela H. Banathy, International Systems Institute
Learning by Any Other Name: Communication Research Traditions in Learning and Medi
Kathy A. Krendl, William H. Ware, Kim A. Reid, Ron Warren, Indiana University
Cognitive Perspectives in Psychology 
William Winn, Daniel Snyder, University of Washington
Toward a Sociology of Educational Technology 
Stephen T. Kerr, University of Washington
Constructivism: Implications for the Design and Delivery of Instruction  
Thomas M. Duffy, Donald J. Cunningham, Indiana University
Media as Lived Environments: The Ecological Psychology of Educational Technology 
Brockenbrough S. Allen, Richard G. Otto, San Diego State University
Critical Theory and Educational Technology 
Randall G. Nichols, Vanessa Allen-Brown, University of Cincinnati
Postmodern and Poststructuralist Theory 
Andrew R. J. Yeaman, Westminster, Colorado; Denis Hlynka, University of Manitoba; Jane H. Anderson, Jacksonville, Oregon; Suzanne K. Damarin, Ohio State University;Robert Muffoletto, University of Northern Iowa

II: Hard Technologies: Media-related Research
Robert B. Kozma, Center for Technology in Learning, Associate Editor

Research on Learning from Television 
Barbara Seels, Louis H. Berry, Karen Fullerton, Laura J. Horn, University of Pittsburgh
Research on and Research with Emerging Technologies 
Michael J. Hannafin, University of Georgia; Kathleen M. Hannafin, Medical College of Georgia; Simon R. Hooper, University of Minnesota; Lloyd P. Rieber, University of Georgia; Asit S. Kini, Texas A&M University
Distance Education 
Marina Stock Micas, Arizona State University; Charlotte Nirmalani Gunawardena, University of New Mexico
Computer-Mediated Communication 
Alexander J. Romiszowski, Syracuse University; Robin Mason, Open University
Virtual Realities 
Hilary McLellan, McLellan Wyatt Digital
III: Soft Technologies: Instrucional and informational Design Research
Robert D. Tension, University of Minnesota, Associate Editor
Visual Literacy 
Roberts A. Brained, California State University at Chico
Educational Games and Simulations: A Technology in Search of a (Research) Paradigm 
Margaret E. Greedier, University of South Carolina
Conditions-Based Models for Designing Instruction 
Tillman J. Ragan, Patricia L. Smith, University of Oklahoma
Intelligent Tutoring Systems: Past, Present, and Future 
Valerie J. Shute, Armstrong Laboratory; Joseph Psotka, U.S. Army Research Institute
Cognitive Teaching Models  
Brent G. Wilson, University of Colorado at Denver; Peggy Cole, Arapahoe Community College
User-Centered Design of Hypertext/Hypermedia for Education 
Cliff McKnight, Loughborough University of Technology; Andrew Dillon, Indiana University; John Richardson, Loughborough University of Technology
Adaptive Instructional Systems 
Ok-choon Park, U.S. Army Research Institute
Rich Environments for Active Learning 
R. Scott Grabinger, University of Colorado at Denver
Learning with Technology: Using Computers as Cognitive Tools 
David H. Jonassen, Pennsylvania State University; Thomas C. Reeves, University of Georgia
Technologies for Information Access in Library and Information Centers 
Dian Walster, University of Colorado at Denver

IV - Instructional Message Design Research
Francis M. Dwyer, Pennsylvania State University, Associate Editor

Visual Message Design and Learning: The Role of Static and Dynamic Illustrations 
Gary J. Angolan, University of Kentucky; Robert L. Towers, Eastern Kentucky University; W. Howard Levi, Indiana University
Text Design 
James Harley, University of Keele
Auditory Presentations and Language Laboratories  
Steven D. Tripp, University of Aizu; Warren B. Roby, Washington State University
Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia 
David M. (Mike) Moore, John K. Burton, Virginia Polytechnic Institute and State University; Robert J. Myers, Wheeling Jesuit College

V - Instructional Strategies Research
Marcy P. Driscoll, Florida State University, Associate Editor

Control of Mathemagenic Activities 
Emst Z. Rothkopf, Columbia University Teachers College
Generative Learning: Past, Present, and Future 
Barbara L. Grabowski, Pennsylvania State University
Feedback Research 
Edna Holland Mory, University of North Carolina at Wilmington
Learner-Control and Instructional Technologies 
Michael D. Williams, Nanyang Technological University
Instructional Technology and Attitude Change 
Michael Simonson, Nancy Maushak, Iowa State University
Cooperation and the Use of Technology 
David W. Johnson, Roger T. Johnson, University of Minnesota
Ergonomics and the Learning Environment  
G. F. McVey, Boston University

VI - Issues of Organization and Change in Educaitonal Communicaitons Technology
Donald P. Ely, Syracuse University, Associate Editor

Diffusion and Adoption of Educational Technology:A Critique of Research Design  
Robert E. Holloway, Northern Arizona University

VII - Research Methodologies in Educational Communications and Technology
Rhonda Robinson, Northern Illinois University, Associate Editor

Philosophy, Research, and Education  
J. Randall Koetting, University of Nevada, Reno
39 .
Experimental Research Methods  
Steven M. Ross, Gary R. Morrison, University of Memphis
Qualitative Research Issues and Methods: An Introduction for Educational Technologists 
Wilhelmina C. Savenye, Arizona State University; Rhonda S. Robinson, Northern Illinois University
Descriptive Research Methodologies
Nancy Nelson Knupfer, Kansas State University; Hillary McLellan, McLellan Wyatt Digital
Developmental Research 
Rita C. Richey, Wayne State University; Wayne A. Nelson, Southern Illinois University at Edwardsville

Updated May 16, 2011
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